2.2.1.2.1. The self-determination theory………………………………………………………19-22

2.2.1.2.2. Attribution theory………………………………………………………………………22-23

2.2.1.3. The process-oriented period…………………………………………………………….23-25

2.3. Recent conceptions of L2 motivation………………………………………………25-26 2.3.1.Dörnyei’s L2 motivational self-system……………………………………………………26-27

2.3.1.1. Ideal L2 self……………………………………………………………………………….27

2.3.1.2. Ought-to L2 self……………………………………………………………………………27

2.3.1.3. L2 learn……………………………………………………………………………………..28

2.3.2. Motivational self- regulation………………………………………………………………..28

2.3.3. Teacher-controlled motivational strategies…………………………………………………29

2.3.4. Task motivation…………………………………………………………………………31-32

2.3.5. Ushiodo model……………………………………………………………………………….32

2.3.6. The role of motivational thinking…………………………………………………………33-35

2.4. The importance of motivation in second or foreign language learning…………………..35-36

2.5. Demotivation and amotivation…………………………………………………………………36

2.5.1. Demotivation…………………………………………………………………………………..36

2.5.2. Amotivaion…………………………………………………………………………………36-37

2.6. The effect of demotivating factors on language learning……………………………………37-40

2.7. Speaking…………………………………………………………………………………………40

2.7.1. Theory of speaking………………………………………………………………………….41

2.7.1.1. Bygate’s theory……………………………………………………………………………..41

2.7.1.2. Harmer’s theory………………………………………………………………………..41-42

2.7.2. Production skills………………………………………………………………………..42-43

2.7.3. Interaction skills…………………………………………………………………………43-44

2.8. Communicative Language Teaching and Speaking Activities………………………….44-45

2.8.1. Organizational forms……………………………………………………………………45-46

2. 8.1.1. Whole-class teaching (Lockstep method)………………………………………………..46

2.8.1.2. Group work…………………………………………………………………………………47

2.8.1.3. Pair work…………………………………………………………………………………….47

 

2.9. Demotivating factors influencing speaking skill……………………………………………….48

Chapter 3: Method

3.1. Research design…………………………………………………………………50.

3.2. Qualitative phase………………………………………………………………….50

3.2.1. Participants…………………………………………………………………………………..50

3.2.2. Data collection instruments………………………………………………………………….51

3.2.3. Data analysis procedure………………………………………………………………………51

3. 3. Quantitative phase………………………………………………………………………………51

3.3.1. Introduction………………………………………………………………………………51

3. 3. 2. Participants…………………………………………………………………………51-52
4. 3.3. Data collection instruments……………………………………………………………..52
5. 3.4. Data analysis procedure…………………………………………………………………52
6. 4. Procedures……………………………………………………………………52

3.4.1 Qualitative phase…………………………………………………………52-54

3.4.2. Quantitative phase………………………………………………………………………54-56

Chapter 4: Results and discussion

4.1. Qualitative phase……………………………………………………………………………….58

4.1.1. Factors leading to Iranian high school students’ demotivation for L2 speaking practice and progress as perceived by students…………………………………………………………………..58

4.1.1 .1 Teachers’ inadequate language knowledge and teaching style………………………….59-61

4.1.1.2. Unsuitable learning materials………………………………………………………….61-62.

4.1.1.3. Lack of technological equipment…………………………………………………………….63

4.1.1.4. Non-communicative method…………………………………………………………63-64

4.1.2. Factors leading to Iranian high school students’ demotivation for L2 speaking practice and progress as perceived by teachers…………………………………………………………………64-65

4.1.2.1. Teachers’ inadequate language knowledge and teaching style…………………………..65-66

4.1.2.2. Learner characteristics……………………………………………………………………67-68

4.1.2.3. Unsuitable learning materials……………………………………………………………….68

4.1.2.4. Lack of technological equipment………………………………………………………….69

4.1.2.5. Non-communicative method…………………………………………………………69-70

4.1.3. Similarities and differences in students’ and teachers’ perceptions of the demotivating factors regarding students’ practice of L2 speaking……………………………………………………70-71

4.2. The Quantitative Phase……………………………………………………………………….71

4.2.1. Factor analysis……………………………………………………………………………72-76

4.3. Reliability of the instrument……………………………………………………………….76

4.5. Discussion…………………………………………………………………………………….82-85

یک مطلب دیگر :

Chapter 5: Conclusion and implication of the study

5.1. Summary of findings………………………………………………………………………….87

5.2. Pedagogical implications and applications………………………………………………88-90

5.3. Suggestions for further studies……………………………………………………………….90

5.4. Limitations of the Study………………………………………………………………………91

5.5. Delimitation of the Study……………………………………………………………………….91

References………………………………………………………………………92-100

Appendices

Appendix I……………………………………………………………………………………102-103

Appendix II…………………………………………………………………………………..103-105

Appendix III………………………………………………………………………………….105-106

Appendix IV…………………………………………………………………………………..106-107

Appendix V……………………………………………………………………………………107-108

Appendix VI…………………………………………………………………………………….108-109

Abstract in Persian……………………………………………………..110

 

List of tables

Table2. 1. From extrinsic to intrinsic motivation in educational institutions (Brown, 2000, p.79)……………………………………………………………………………………………21

Table4.1. Rotated component matrix…………………………………………………………..72

Table4.2. The factors structure of ”Foreign Language Speaking Demotivation”( FLSD)…………………………………………………………………………………………….75

Table4.4. Mann-Whitney U Test; Negative Attitude as a Demotivating Factor……………….78

Table4.6. Mann-Whitney U Test; Lack of Technology in Classroom……………………………79

Table4.7.Mann-Whitney U Test; Lack of adequate teaching materials………………………..80

Table4.8. Mann-Whitney U Test; Unfavorable Classroom Environment…………………………81

Table4.9. Mann-Whitney U Test; Insufficient Opportunities for Speaking………………………..81

 

 

 

 

List of Graphs

Figure  2. 1. Gardner’s integrative model (1997, cited in Dornyei, 2001, p. 50)………………….13

Figure  2.2. Tremblay and Gardner’s model (1995, p. 510)…………………………………18

Figure2. 3. Teacher L2 motivational teaching practice (Dörnyei, 2005, p. 112)……………30

Figure2. 4. Ushioda’s model of Future time perspective (FTP) (2001, p. 118)……………….33

Graph4.1. Median Scores on Demotivating Factors…………………………………………..82

 

 

 

 

 

 

 

 

 

List of Acronyms

AMTB: Attitude Motivation Test battery

EFL: English as a Foreign Language

ELT: English Language Teaching

ESL: English as a Second Language

L1: First Language

L2: Second Language

TESOL: Teaching English to Speakers of other Language.