Motivation in Learning Listening Comprehension by First-Year English Major Students Nguyễn Ngọc Lưu Ly Trường Đại học Ngoại ngữ Luận văn ThS. Chuyên ngành: Theory and methodology of English teaching Mã số: 60 14 10 Người hướng dẫn: Hà Cẩm Tâm. Dr. Năm bảo vệ: 2011 Abstract: This study investigates the integrative and instrumental motivation of HUI‟s first-year English majors toward learning listening comprehension. In order to determine their tendency toward the two kinds of motivation in learning listening comprehension, the data were collected by quantitative method, i.e. using Zahra Vaezi (2008)‟s modified 25-item survey questionnaire which was adapted from Gardner (1985) ‟s AMTB and Clement et al.‟s (1994). The questionnaire was delivered to 30 first-year English majors at Ho Chi Minh University of Industry. The study reveals that the students possess very high motivation and positive attitudes toward learning listening comprehension. In addition, the paper shows that they are more instrumentally than integratively motivated to learn listening comprehension. Keywords: Tiếng Anh; Kỹ năng nghe hiểu; Nghe hiểu Content PART A: INTRODUCTION 1. Rationale for the study Motivation, believed as one of the most important factors determining the rate and success of second language (L2) attainment, provides the primary impetus to initiate learning the L2 and later the driving force to sustain the long and often tedious learning process (Dornyei, 2001, cited in Ha 2009, p163). Research shows that motivation is crucial for L2 learning (Dornyei, 1994). According to Oxford and Shearin (1994, cited in Ha 2009, pp.163-164), motivation directly influences how much effort students make, how often students use L2 learning strategies, how much students interact with native speakers, how much input they receive in the language being learned, how well they do on curriculum related achievement tests, how high their general proficiency level becomes, and how long they preserve and maintain L2 skills after language study is over (Ely 1986, Oxford & Shearin 1994). Particularly, toward learning listening comprehension, which is assuming a more and more important place in foreign language teaching and learning process, and is probably one of the most difficult tasks of language learners, motivation is one important element directly influencing their achievement. “Motivation is the crucial force which determines whether the listener embarks on a task at all. The primary motive for learning a language is that it provides a means of communication” (Littlewood, 1984:53). Brown (2000:143, 160) asserts, “It is easy in SLL to claim that a listener will be successful with the proper motivation.” Having recognized the importance of motivation on learning listening comprehension, this study focuses on Motivation in learning listening comprehension by first-year English major students. This study will examine the students‟ goals of learning listening comprehension, in other words, their tendency towards the integrative and instrumental motivation in learning listening comprehension. 2. Aims of the study The study is to describe and examine the students‟ integrative and instrumental motivation towards English language learning. In other words, the study aims to determine their tendency toward the two types of motivation. 3. Methods of the study In this study, quantitative method was used. The data were collected via questionnaire. The modified questionnaire was based on Vaezi (2008)‟s 25-item survey questionnaire which was adapted from Gardner (1985)‟s AMTB and Clement et al.‟s (1994). 4. Scope of the study The study describes and examines the students‟ integrative and instrumental motivation towards English language learning, in particular listening comprehension. 5. Significance of the study First, the information about the students‟ integrative and instrumental motivation towards listening comprehension learning, in other words, the information about their goals of learning listening comprehension is useful for those who teach English, especially listening comprehension to non-English major students in general and for those who teach English to students majoring in English at HUI in particular. As a result, the study also gives some suggestions and recommendations for all teachers when teaching listening comprehension. 6. Organization of the study The study consists of five chapters. Part A – Introduction. 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In order to determine their tendency toward the two kinds of motivation in learning listening comprehension, the data were collected by quantitative. information about the students integrative and instrumental motivation towards listening comprehension learning, in other words, the information about their goals of learning listening comprehension