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The study described in this book was conducted among marketing students at a vocational institution in South Africa.
The vocational context is a very specific one which is currently undergoing major changes worldwide.
Studying English as part of the vocational package is new to South Africa, and has posed some challenges: chief among these – student attitudes towards learning English to support their academic progress.
To explore some of these attitudes, a mixed-method approach was used.
The aim was to include as many motivational variables to determine which ones were most influential in determining students’ motivational orientations.
A framework comprising four levels – the language level, the individual level, the classroom level and the programme level - was developed to accommodate the myriad of variables.
Various theories were explored in an attempt to explain the findings of the study, including self-determination theory, expectancy-value theory, goal theory and achievement theory.
The framework was then used to plot those variables that emerged as most significant in this specific context – an approach which yielded some surprising results.
Ericha Cosburn has been an English teacher for 20 years.
She obtained a teachers’ diploma in 1991, and has recently completed her Master’s degree in English Language Teaching.
She has lived and worked in South Africa and Namibia and is currently teaching English for Academic purposes on the preparatory-year programme in Saudi Arabia.
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