| 000 | 07108na a2201261 4500 | ||
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| 001 | 233581 | ||
| 003 | koha_MIRAKIL | ||
| 005 | 20221226090140.0 | ||
| 008 | 190118b tu 000 0 | ||
| 040 |
_aCY-NiCIU _btur _cCY-NiCIU _erda |
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| 041 | _aeng | ||
| 090 |
_aYL 396 _bS25 2014 |
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| 100 | _aSalih, Avraz Nazeer | ||
| 245 |
_aAn investigation into undergraduate student's motivation towards learning English in Iraq _cAvraz Nazeer Salih; Supervisor: Behbud Muhammedzade |
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| 260 |
_aNicosia _bCyprus International University _c2014 |
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| 300 |
_aXII, 116 p. _btable _c30.5 cm _eCD |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 500 | _3Includes CD | ||
| 504 | _aIncludes appendix (111-116 p.) | ||
| 504 | _aIncludes bibliography (102-110 s.) | ||
| 520 | _a'Abstract Everybody needs to have motivation and a reason for action. Second and foreign language learners should be offered the opportunity to be motivated and fulfill their learning orientations. The purpose of this study is to describe and examine Iraqi undergarduate students' intrinsic and extrensic motivation and toe examine the students' integrative and instrumental orientations towards learning English as a foreign language in Iraq. Additionally, the study aims to recognize the possible demotivational factors that may influence the students' motivation negatively. In the study, 150 EFL Iraqi students (68 male & 82 females) participated in completing a questionnaire to determine the students' tendancy towards the two kinds of motivation reflecting their orientations for learning English and what affects negatively their English learning motivation. They are undergraduate students from different levels ranging from 2nd to 4th yearand their ages are between 19-28 years. Unexpectedly, the data revealed that Iraqi undergraduate students have a higher degree of intrinsic that extensic motivation and it also showed that EFL Iraqi students were highly instrumentally and integartively motivated to study English, and their instrumental motivation appeared to be a little higher than their integrative motivation. Those unusual results were attributed to Iraqi students' interest in knowing more about English-speaking people and learning about their societies and cultures, and that was due to strong attitude Iraqi students have had towards them. Contrary to the findings of other related studies, difficulties with language item in English such as vocabulary and structures were found to be in the first place in items of demotivating factors. Based on the findings, recommendations and some implications which are significant to educators and policymakers as well as to researchers are provided. At last it is hoped that the results of this study could be of much benefit for developing , teaching and learning English in Iraq. KEYWORDS: Motivation, Intrinsic motivation, Extrinsic motivation, Instrumental orientation, Integrative orientation, Demotivation, EFL, Iraqi undergraduate students.' | ||
| 650 | _aBütünleştirici yönelim | ||
| 650 | _aIntegrative orientation | ||
| 650 | _aİçsel motivasyon | ||
| 650 | _aIntrinsic motivation | ||
| 700 |
_aSupervisor: Muhammedzade, Behbud _91656 |
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| 942 |
_2ddc _cTS |
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| 505 | 1 |
_g1 _tCHAPTER ONE |
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| 505 | 1 |
_g1 _tINTRODUCTION |
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| 505 | 1 |
_g4 _tSignificance of the Study |
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| 505 | 1 |
_g5 _tThe Aims of the Study |
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| 505 | 1 |
_g5 _tResearch Questions |
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| 505 | 1 |
_g6 _tStudy Hypotheses |
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| 505 | 1 |
_g6 _tProblem Statement |
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| 505 | 1 |
_g7 _tProcedure and Data Collection |
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| 505 | 1 |
_g7 _tLimitation of the Study |
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| 505 | 1 |
_g8 _tCHAPTER TWO |
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| 505 | 1 |
_g8 _tLITERATURE REVIEW |
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| 505 | 1 |
_g10 _tDescription and Definitions of Motivation |
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| 505 | 1 |
_g10 _tTheories of Motivation in psychology |
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| 505 | 1 |
_g10 _tExpectancy -value theories |
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| 505 | 1 |
_g11 _tGoal Theories |
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| 505 | 1 |
_g12 _tSelf-determination theory |
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| 505 | 1 |
_g13 _tMotivation as a dynamic process |
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| 505 | 1 |
_g14 _tKinds of Motivation |
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| 505 | 1 |
_g15 _tIntrinsic motivation |
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| 505 | 1 |
_g15 _tExtrinsic motivation |
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| 505 | 1 |
_g18 _tOrientations of Motivation |
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| 505 | 1 |
_g18 _tIntegrative orientation |
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| 505 | 1 |
_g19 _tInstrument Orientation |
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| 505 | 1 |
_g21 _tThe relationship between intrinsic/extrinsic motivation and integrative and instrumental orientation |
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| 505 | 1 |
_g23 _tMotivation in Language learning |
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| 505 | 1 |
_g23 _tBenefits of Learning English language as a Foreign Language |
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| 505 | 1 |
_g26 _tThe role of Motivation in Foreign Language Learning (FLL) |
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| 505 | 1 |
_g27 _tEnglish language learning in Iraq |
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| 505 | 1 |
_g28 _tThe factors that influence the motivation of FLL |
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| 505 | 1 |
_g28 _tContextual and Environmental factor in FLL Motivation |
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| 505 | 1 |
_g31 _tTeacher as a classroom model |
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| 505 | 1 |
_g33 _tSchool environment |
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| 505 | 1 |
_g35 _tInstructional Factors in FLL Motivation |
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| 505 | 1 |
_g37 _tCognitive Factors in EFL Motivation |
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| 505 | 1 |
_g38 _tTeaching Performance |
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| 505 | 1 |
_g38 _tStudent Attributes |
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| 505 | 1 |
_g39 _tFactor that De-motivating foreign language learning |
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| 505 | 1 |
_g41 _tPrevious studies |
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| 505 | 1 |
_g41 _tAl-Moghani, Hassan Mohamed (2003) |
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| 505 | 1 |
_g42 _tKeblawi(2005) |
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| 505 | 1 |
_g43 _tRatanawalee Wimolmas(2006) |
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| 505 | 1 |
_g43 _tQashoa (2006) |
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| 505 | 1 |
_g44 _tZahra Vaezi(2008) |
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| 505 | 1 |
_g44 _tZubairi, Ainol Madziah & Sarudin, Isarji Hj(2009) |
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| 505 | 1 |
_g46 _tAl-Tamimi and Shuib(2009) |
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| 505 | 1 |
_g46 _tChoosri and Intharaksa (2011) |
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| 505 | 1 |
_g46 _tKurum(2011) |
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| 505 | 1 |
_g47 _tAhmed Zanghar (2012) |
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| 505 | 1 |
_g47 _tNakhon Kitjaroonchai(2013) |
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| 505 | 1 |
_g49 _tCHAPTER THREE |
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| 505 | 1 |
_g49 _tMETHDOLOGY |
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| 505 | 1 |
_g49 _tParticipants |
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| 505 | 1 |
_g49 _tResearch Tool |
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| 505 | 1 |
_g50 _tInstruments |
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| 505 | 1 |
_g51 _tProcedure |
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| 505 | 1 |
_g52 _tReliability of the questionnaire |
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| 505 | 1 |
_g52 _tValidity of the Questionnaire |
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| 505 | 1 |
_g53 _tStatistical Means |
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| 505 | 1 |
_g54 _tCHAPTER FOUR |
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| 505 | 1 |
_g54 _tDATA ANALYSIS AND DISCUSSIONS |
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| 505 | 1 |
_g54 _tGeneral Information |
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| 505 | 1 |
_g54 _tMotivation |
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| 505 | 1 |
_g56 _tReults of Analysis related to Research Question 1 |
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| 505 | 1 |
_g68 _tPaired Samples T-Test (comparison between intrinsic and extrinsic motivation) |
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| 505 | 1 |
_g69 _tResult of Analysis related to Research Questions 2 |
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| 505 | 1 |
_g81 _tPaired Sample T-Test (comparison between Integrative and Istumental orientation) |
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| 505 | 1 |
_g83 _tResults of Analysis related to Research Question 3 |
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| 505 | 1 |
_g92 _tDiscussion |
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| 505 | 1 |
_g95 _tCHAPTER FIVE |
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| 505 | 1 |
_g95 _tCONCLUSION,IMPLICATIONS AND RECOMMENDATIONS |
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| 505 | 1 |
_g95 _tConclusion |
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| 505 | 1 |
_g97 _tImplications and Recommendations |
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| 505 | 1 |
_g97 _tImplications |
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| 505 | 1 |
_g99 _tRecommendations |
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| 505 | 1 |
_g100 _tSuggestion for Further Studies |
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| 505 | 1 |
_g102 _tBIBLIOGRAPHY |
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| 505 | 1 |
_g111 _tAPPENDIX |
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| 999 |
_c456 _d456 |
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