NGHIÊN CỨU CÁC YẾU TỐ ĐỘNG LỰC TÁC ĐỘNG ĐẾN SINH VIÊN NĂM ĐẦU HỌC TỪ VỰNG TIẾNG ANH TẠI HẢI PHÒNG VÀ QUẢN TRỊ. Nội dung và yêu cầu cần giải quyết trong nhiệm vụ luận văn tốt nghiệp. Nội dung giảng dạy: Nghiên cứu các yếu tố động cơ ảnh hưởng đến sinh viên đại học không biết tiếng Anh năm thứ nhất trong việc học từ vựng tiếng Anh tại Trường Đại học Quản lý Công nghệ Hải Phòng.
Tinh tấn thái đội đến sinh vịnh trong quá lấn lạm để tài tại tập. During the process of making this graduation document, I received a lot of help, encouragement and experiences from teachers and friends. First of all, my special thanks go to all the lecturers of the Department of Foreign Languages, Haiphong University of Management and Technology, who have educated me and provided me with knowledge and experience throughout my years of study in this program.
Nguyen Thi Thu Huong, Foreign Language Lecturer, Haiphong Management and Technology University, for my sincere guidance and support. Finally, my special thanks and love goes to my family who have always stood by me and encouraged and supported me in my education and in every other aspect of life.
INTRODUCTION
Rationale of the study
Aims of the study
Research Questions
- What are the factors affecting first – year non – English majors’ motivation
- What are suggestions to motivate first – year non – English majors to learn
Significance of the study
Scope of the study
Method of the study
Designs of the study
The conclusion is an overview of the study, future directions for further research and limitations of the study.
DEVELOPMENT
LITERATURE REVIEW
- Theoretical background of motivation
- Definition of motivation
- Types of motivation
- Importance of motivation in second language learning
- Theoretical background of vocabulary
- Definition of vocabulary
- Types of vocabulary
- The importance of vocabulary
- Motivation in learning vocabulary
- Importance of motivation in learning vocabulary
- Factors affecting students’ motivation in learning vocabulary
According to Macintyre et al. (2001), motivation is defined as an attribute of the individual that describes the psychological qualities that underlie behavior related to a particular task. In some learning situations, many learners' reason for learning a foreign language is not interest in the culture and target language community, but interest in learning tasks. Learner motivation is increasingly recognized as one of the most important determinants of success in learning English.
Reece & Walker (1997) state that “motivation is a key factor in the learning process of a second language”. According to Nation (1990) and Taylor (1990), knowing a word involves not knowing the spelling, morphology, pronunciation, meaning, or equivalent of the word in the learner's native language, but also knowing its collocations, register, polysemy and even its meaning. are homonym. It is one of the important factors in learning English, along with the sound system, grammar and culture.
They must know the grammatical function, the unpredictable change of form in certain contexts or some unique ways of connecting with other words in sentences, regularity and irregularity, singular and plural forms of new words. A person's auditory vocabulary is all the words they can recognize when listening to speech. Reading Vocabulary: Reading vocabulary consists of words in print that we recognize or can figure out.
Most motivation theorists assume that motivation is involved in the execution of all learned responses; that is, a learned behavior will not occur unless it is activated. Therefore, motivation is one of the most important determinants of success in learning a foreign language or a second language. Reece & Walker (1997) state that “motivation is a key factor in the learning process of a second language”.
In the literature, so far there have been so few studies of the factors that influence students' motivation to learn vocabulary in a foreign language. Personality: The students' personality is a major factor that contributes to success or failure in language learning. According to Reza (2005), personality is one of the individual differences that is widely established to have an outcome on learning in general and second language acquisition in particular.
One of the reasons that many students learn a foreign language is that they find learning activities interesting. A large part of learning foreign languages and second languages occurs through the interaction between the teacher and the students.
RESEARCH METHODOLOGY
- Setting of the study
- Subjects
- Learning materials
- Instruments
- Data collection and data analysis
- Data analysis
- Demographic information
- Factors affecting non-English majored freshmen in learning vocabulary 20
- Findings and suggestions
- Findings
- Suggested solutions
First, the survey questionnaire was an important tool used to get the information about factors affecting the learning of English vocabulary. Data consisted of the information from the answers to the given questions in the survey questionnaire and the interviews. While half of the students tried their best to learn words, the other half did not.
The table shows the students' different opinions about the motivational factor such as personality in motivating students to learn a word. It can be seen that there have been several styles of vocabulary learning to help students avoid learning demotivation. Bar chart 2: Students' motivational factors in learning English vocabulary The bar chart shows other students' motivational factors for learning English vocabulary.
As can be seen from the table, the students were quite interested in the teaching methods of the teachers. 75% of the sample admitted that a good relationship with students is an important motivational factor. One of the factors that significantly influences the creation of positive motivation in vocabulary learning is the environmental factor.
Eight students (20%) were interested in learning vocabulary effectively if they were provided with good learning facilities. Four fifths of the participants thought that the atmosphere in the classroom was an important motive. According to the table, it is clear that students wanted their teacher to do quite a few things to help motivate them to learn new words.
The study attempted to examine the motivational factors affecting first-year non-English majors in learning English vocabulary. After analyzing the data, it was found that all studied motivational factors have different effects on students' motivation in learning English vocabulary. Based on the findings, solutions are proposed to motivate the university, students and teachers in learning English vocabulary.
Students must build a good relationship with teachers, share learning difficulties so that teachers can overcome and become more motivated to learn. Teachers need that there are many interesting teaching methods suitable for each subject so that students are more motivated to learn.
CONCLUSION
This survey questionnaire was designed for the study on motivational factors influencing HPU first-year non-English majors in vocabulary learning. All the information provided by you is of great use and solely for the study purpose. What would you like your teacher to do to help you get motivated to learn English vocabulary.
Phương pháp giảng dạy của giáo viên ảnh hưởng như thế nào đến động lực học từ vựng tiếng Anh của bạn. Tính cách của giáo viên nào giúp bạn tăng động lực học từ vựng? Yếu tố nào của giáo viên cải thiện động lực học từ vựng của bạn?
Yếu tố môi trường nào ảnh hưởng nhiều nhất đến động lực học từ vựng của bạn? Bạn muốn giáo viên làm gì để giúp bạn có động lực học từ vựng tiếng Anh?
