Primary students’ motivation in learning English: A case study at Nhan Phuc Primary School Nguyễn Thị Hoa Trường Đại học Ngoại ngữ Luận văn ThS. Chuyên ngành: English teaching methodology; Mã số: 60 14 10 Người hướng dẫn: Assoc. Prof. Dr. Vo Dai Quang Năm bảo vệ: 2013 Keywords: Tiếng Anh; Phương pháp giảng dạy; Học sinh tiểu học; Ngôn ngữ Content PART A: INTRODUCTION 1. Rationale for the study Perhaps, there has been a “global revolution” of learning and teaching English at primary schools nowadays. The term “global revolution” may appear something of an over-statement, but actually the teaching of English has become especially important in recent years. The trend towards an early start in learning English turns out to be a worldwide phenomenon. The number of countries now introducing English at primary levels has been increasing, including Viet Nam. It is expected that English soon will be compulsory from grade 3 in every part of Viet Nam, though the policy has been implemented in many provinces of the country. Viet Nam has been taking a lot of important actions in an ambitious education reform so that by the year 2020 all students will reach B1 level adopting CEFR standard after leaving high schools. The Ministry of Education and Training is taking a phased approach in which primary English language teaching plays a very important role. Although it has long been believed that children can learn a second language more quickly and efficiently than adults, in fact, there is no clear evidence for this belief. Obviously, children’s language acquisition and adults’ differ from each other quite a lot in terms of physiological characteristics, cognitive ability, span of attention, faculty of memory, self-consciousness, linguistic capacities, learning style, motivation for studying and so on. Because of learner difference and learning context difference, a varied view on motivation in language learning should be taken by researchers and teachers in order to devise suitable teaching styles that can both enhance language learning and facilitate the achievement of education goals. Numerous studies have been carried out to investigate motivation, which is considered to be one of the most important elements in language learning, however limited research has been done to thoroughly evaluate children’s motivation. Working as a primary English teacher for nearly three years in a village in Ha Nam made me think about the topics “teaching English to children” and “student motivation” a bit deeper than I probably would. When I first started to work with young learners, it raised fears and questions in my mind as well. For example: “Whether children like to learn English or not?” “How can I inspire them?” “What strategies should be used to fit children’s characteristics?” “What should be done to motivate young learners?” While much attention has been devoted to English teacher education and student motivation at high schools and secondary schools, a little has been paid specifically to children’s motivation in learning English in Viet Nam. Besides, many children living in the countryside generally, in my region particularly are often provided with limited facilities in learning a foreign language. In other words, these young learners will have to deal with more obstacles in acquiring a foreign language rather than those living in a city. As such, both teaching and learning English at a primary school in a village would create potential dilemmas. The current context inspires me to study the issue of young learners’ motivation in English in rural regions so that I could understand the motives underlying my pupils’ learning process and I myself can better the teaching methods to help them have a foundation of English at their early stage of learning. At the same time, I hope that other teachers who encounter the similar teaching contexts may have some suggestions to improve their own situation. 2. Aims and objectives of the research The study aims at understanding young learners’ motivation in English learning so that appropriate teaching techniques would be applied to offer them opportunities for absorbing a new language easily. In order to achieve this aim, the research has to fulfill the specific objectives below: - Identifying children’s motivation in learning English at Nhan Phuc Primary School - Exploring the factors affecting young learners’ motivation in the context of Nhan Phuc Primary School - Suggesting motivational strategies for teaching English at Nhan Phuc Primary School 3. Scope of the research Due to time constraint, the length of the thesis and the researcher’s knowledge, this study only focused on students’ motivation in English learning at one primary school in Ha Nam, where the researcher has been working for nearly three years. Based on the general profile of motivation of primary students at Nhan Phuc Primary School, some recommendations are given to teachers who face the same teaching context so that they can sharpen their pedagogical to some extent. 4. Significance of the research This study would be very helpful in explaining why young learners are interested in learning English. Although the research is conducted in one primary school in Ha Nam, it is believed to be an attempt to look into the matter of primary students’ motivation in learning English in Viet Nam generally. The result of the study will be of some contribution to inspire primary English teachers to conduct more interesting and effective lessons based on their students’ interest. The researcher hopes that insights into this area will help to address the matter of motivation in other primary schools. In addition, this study may be of useful suggestions to enhance primary language teachers’ professional skills in Ha Nam and other provinces throughout the country. 5. Structural organization of the thesis The thesis is divided into three parts: the introduction, the development and the conclusion. Part A is the introduction which reveals the rationale, the aims and objectives of the study, the scope of the study, the significance and the structure of the research. Part B includes three chapters. Chapter I discusses the theoretical background and previous studies relevant to the study. It is an attempt to review the literature of motivation in foreign language learning, how children learn foreign languages and teaching English to children. Chapter II discusses the research-governing principals and research methods. This section covers the research questions, the research setting, the approach adopted, and the methods of collecting data, the data collection techniques, and data analysis techniques. Chapter III deals with findings and discussion of the study. It shows the detailed results of the surveys and covers a comprehensive analysis on the data collected from questionnaires and interviews. Part C is the conclusion which summarizes the study with suggestions for further research. This part also includes concluding marks, implications and limitations of the study. REFERENCES 1. Broussard, S. C., & Garrison, M. E. B. (2004). 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M., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well being. American Psychologist, 55, 68-78. 20. Williams, M., & Burden, R. L. (1997). Psychology for Language Teachers. Cambridge: Cambridge University Press. 21. http://www.researchproposalsforhealthprofessionals.com/semistructured_interviews.htm, Retrieved on November 1 st 2013 . - Exploring the factors affecting young learners’ motivation in the context of Nhan Phuc Primary School - Suggesting motivational strategies for teaching English at Nhan Phuc Primary School. standard after leaving high schools. The Ministry of Education and Training is taking a phased approach in which primary English language teaching plays a very important role. Although it has. interested in learning English. Although the research is conducted in one primary school in Ha Nam, it is believed to be an attempt to look into the matter of primary students’ motivation in learning