Language Learning Motivation

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A Study of The Learning Orientations of Vocational Students

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.

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