The motivation of successful English language learners in Hong Kong.

• Other Authors: Chan, Hoi Wing.
• Format: Others
• Language: English; Chinese
• Published: 2005
• Subjects: English language > Study and teaching; English language > Study and teaching > China > Hong Kong; Second language acquisition; Motivation in education
• Online Access: http://library.cuhk.edu.hk/record=b5892509; http://repository.lib.cuhk.edu.hk/en/item/cuhk-325303

Chan Hoi Wing. === Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. === Includes bibliographical references (leaves 202-209). === Abstracts in English and Chinese. === ABSTRACT (ENGLISH) --- p.i === ABSTRACT (CHINSES) --- p.iii === ACKNOWLEGEMENTS --- p.iv === LIST OF FIGURE AND TABLES --- p.xi === Chapter CHAPTER 1 --- INTRODUCTION --- p.1 === Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.5 === Chapter 2.1 --- Introduction --- p.5 === Chapter 2.2 --- Motivation in Second Language Learning Context --- p.6 === Chapter 2.2.1 --- Social-psychological Approach to Motivation --- p.6 === Chapter 2.2.2 --- Motivation in the Social-educational Model --- p.9 === Chapter 2.2.2.1 --- The Motivation Constructs --- p.9 === Chapter 2.2.2.2 --- Integrative and Instrumental Dimensions --- p.11 === Chapter 2.2.2.3 --- Instrumental Motivation and Language Achievement --- p.13 === Chapter 2.2.2.4 --- The Roles of Parents in Attitudes and Motivation --- p.14 === Chapter 2.2.3 --- An Expansion of Motivation Constructs in Socio-educational Model --- p.16 === Chapter 2.2.4 --- Causal Link between Motivation and L2 Achievement --- p.18 === Chapter 2.3 --- Motivation in Foreign Language Learning Context --- p.19 === Chapter 2.3.1 --- The Role of Instrumental Motivation --- p.19 === Chapter 2.3.2 --- The Need for Achievement and Attributions about Past Failures --- p.20 === Chapter 2.3.3 --- Linguistic Self-confidence --- p.21 === Chapter 2.3.4 --- A Theoretical Framework of Motivation --- p.22 === Chapter 2.4 --- Motivation as in Self-determination Theory --- p.25 === Chapter 2.4.1 --- Intrinsic and Extrinsic Motivation --- p.25 === Chapter 2.4.2 --- A Continuum --- p.25 === Chapter 2.4.3 --- Intrinsic/Extrinsic Motivation and Language Outcome --- p.27 === Chapter 2.5 --- Motivation and Autonomy --- p.28 === Chapter 2.5.1 --- Motivation: An Outcome of Autonomy --- p.28 === Chapter 2.5.2 --- Motivation: A Source of Autonomy --- p.29 === Chapter 2.6 --- A Dynamic Approach of Motivation --- p.30 === Chapter 2.6.1 --- A Qualitative Exploration of Motivation --- p.31 === Chapter 2.7 --- Motivation and Language Learning Behaviour/Use --- p.34 === Chapter 2.7.1 --- Investigation on Successful Language Learners --- p.34 === Chapter 2.7.2 --- Language Learning Strategies of Successful Language Learners --- p.34 === Chapter 2.7.3 --- Motivation and Language Learning Strategies --- p.35 === Chapter 2.7.4 --- Motivation and Language Classroom Behaviour --- p.37 === Chapter 2.8 --- Motivation to Learn English in the Local Context --- p.39 === Chapter 2.8.1 --- English Learning in Hong Kong --- p.39 === Chapter 2.8.2 --- Motivation Constructs in Hong Kong: An Overview --- p.41 === Chapter 2.8.2.1 --- A Strong Instrumental Orientation --- p.41 === Chapter 2.8.2.2 --- A Small Proportion of Integrative Motivation --- p.44 === Chapter 2.8.2.3 --- A Dynamic Local Qualitative Study --- p.45 === Chapter 2.8.2.3.1 --- Motivation and English achievement --- p.46 === Chapter 2.8.2.3.2 --- The development of motivation --- p.47 === Chapter 2.9 --- Rationale for Present Study --- p.50 === Chapter 2.10 --- Summary --- p.52 === Chapter CHAPTER 3 --- METHODOLOGY --- p.54 === Chapter 3.1 --- Introduction --- p.54 === Chapter 3.2 --- Research Design --- p.54 === Chapter 3.2.1 --- Qualitative Research Paradigm --- p.54 === Chapter 3.2.2 --- Limitations of Quantitative Paradigm --- p.55 === Chapter 3.2.3 --- Longitudinal Qualitative Design --- p.56 === Chapter 3.2.4 --- The Case Study Design --- p.56 === Chapter 3.2.4.1 --- A Multiple Case Design --- p.58 === Chapter 3.3 --- Participants --- p.58 === Chapter 3.3.1 --- Selection Criteria for the Focused Cases --- p.60 === Chapter 3.3.1.1 --- Demographic and Language Background --- p.60 === Chapter 3.3.1.2 --- Examination Results --- p.60 === Chapter 3.3.1.3 --- Level of Motivation --- p.61 === Chapter 3.3.1.3.1 --- Survey --- p.61 === Chapter 3.3.1.3.2 --- Language Learning Narrative --- p.62 === Chapter 3.3.2 --- Profile of the Participants --- p.62 === Chapter 3.4 --- Data Collection Instruments --- p.65 === Chapter 3.4.1 --- Survey --- p.66 === Chapter 3.4.1.1 --- Construction of the Survey --- p.67 === Chapter 3.4.1.2 --- Design of the Survey --- p.69 === Chapter 3.4.2 --- Language Learning Narrative --- p.71 === Chapter 3.4.3 --- Semi-structured Interviews --- p.72 === Chapter 3.4.3.1 --- Design of Interview Protocols --- p.73 === Chapter 3.4.4 --- Pilot Testing --- p.75 === Chapter 3.5 --- Data Collection --- p.76 === Chapter 3.5.1 --- Survey --- p.76 === Chapter 3.5.2 --- Language Learning Narrative --- p.78 === Chapter 3.5.3 --- Semi-structured Interviews --- p.78 === Chapter 3.6 --- Data Analysis --- p.79 === Chapter 3.6.1 --- Survey --- p.80 === Chapter 3.6.2 --- Language Learning Narrative --- p.80 === Chapter 3.6.3 --- Semi-structured Interviews --- p.81 === Chapter 3.6.4 --- Triangulation of Data --- p.82 === Chapter 3.7 --- The Researcher's Role --- p.83 === Chapter 3.8 --- Ethics --- p.84 === Chapter 3.9 --- Validity and Reliability --- p.85 === Chapter 3.9.1 --- Internal Validity --- p.85 === Chapter 3.9.2 --- External Validity --- p.85 === Chapter 3.9.3 --- Reliability --- p.85 === Chapter 3.10 --- Summary --- p.86 === Chapter CHAPTER 4 --- FINDINGS AND ANALYSIS --- p.88 === Chapter 4.1 --- Introduction --- p.88 === Chapter 4.2 --- Primary Level --- p.88 === Chapter 4.2.1 --- Perceived Level of Motivation and Reasons for Learning English --- p.89 === Chapter 4.2.2 --- Contextual Factors --- p.95 === Chapter 4.2.2.1 --- Influence of Teachers --- p.95 === Chapter 4.2.2.2 --- Achievement --- p.100 === Chapter 4.2.2.2.1 --- Praise from Teachers and Parents --- p.100 === Chapter 4.2.2.2.2 --- Academic Performance --- p.101 === Chapter 4.2.2.2.3 --- A Reciprocal Relationship --- p.102 === Chapter 4.2.2.3 --- Examination Pressure --- p.103 === Chapter 4.2.2.4 --- Extra-curricular Activities --- p.105 === Chapter 4.2.2.5 --- Parental Influence --- p.107 === Chapter 4.2.2.5.1 --- Source of Pressure --- p.107 === Chapter 4.2.2.5.2 --- Physical Punishment --- p.109 === Chapter 4.2.2.5.3 --- Being a Teacher --- p.111 === Chapter 4.2.2.5.4 --- A Fellow Learner and Role Model of English --- p.113 === Chapter 4.2.3 --- Summary --- p.114 === Chapter 4.3 --- Secondary Level --- p.116 === Chapter 4.3.1 --- Perceived Level of Motivation --- p.116 === Chapter 4.3.2 --- Reasons for Learning English --- p.119 === Chapter 4.3.2.1 --- Instrumental Orientation --- p.120 === Chapter 4.3.2.2 --- Interest in English --- p.121 === Chapter 4.3.2.3 --- Socio-cultural Orientation --- p.125 === Chapter 4.3.2.4 --- Travel Orientation --- p.126 === Chapter 4.3.2.5 --- Knowledge Orientation --- p.128 === Chapter 4.3.3 --- Contextual Factors --- p.129 === Chapter 4.3.3.1 --- Influence of Teachers --- p.129 === Chapter 4.3.3.2 --- Achievement --- p.134 === Chapter 4.3.3.3 --- Examination Pressure --- p.138 === Chapter 4.3.3.4 --- Awareness of Weaknesses --- p.139 === Chapter 4.3.3.5 --- Extra-curricular Activities --- p.141 === Chapter 4.3.3.6 --- Parental Influence --- p.143 === Chapter 4.3.3.6.1 --- Positive Influence --- p.144 === Chapter 4.3.3.6.2 --- Negative Influence --- p.145 === Chapter 4.3.3.7 --- Influence of Sibling --- p.146 === Chapter 4.3.3.8 --- Tutorial work --- p.147 === Chapter 4.3.3.9 --- Exposure to English when Traveling --- p.148 === Chapter 4.3.4 --- Summary --- p.149 === Chapter 4.4 --- Tertiary Level --- p.150 === Chapter 4.4.1 --- Perceived Level of Motivation --- p.150 === Chapter 4.4.2 --- Reasons for Learning English --- p.158 === Chapter 4.4.2.1 --- Instrument Orientation --- p.159 === Chapter 4.4.2.2 --- Interest in English --- p.160 === Chapter 4.4.2.3 --- Socio-cultural and Travel Orientation --- p.161 === Chapter 4.4.2.4 --- Knowledge Orientation --- p.163 === Chapter 4.4.3 --- Contextual Factors --- p.163 === Chapter 4.4.3.1 --- Coursework --- p.163 === Chapter 4.4.3.2 --- Influence of Classmates --- p.165 === Chapter 4.4.3.3 --- Achievement --- p.166 === Chapter 4.4.3.4 --- Extra-curricular Activities --- p.168 === Chapter 4.4.3.5 --- Tutorial Work --- p.171 === Chapter 4.4.3.6 --- Expectation of Others in the Community --- p.171 === Chapter 4.4.3.7 --- Parental Influence --- p.172 === Chapter 4.4.3.8 --- Influence of Sibling --- p.173 === Chapter 4.4.4 --- Summary --- p.173 === Chapter CHAPTER 5 --- CONCLUSIONS --- p.175 === Chapter 5.1 --- Introduction --- p.175 === Chapter 5.2 --- Guiding Question One --- p.175 === Chapter 5.2.1 --- Motivation at Primary Level --- p.175 === Chapter 5.2.2 --- Motivation at Secondary Level --- p.178 === Chapter 5.2.3 --- Motivation at Tertiary Level --- p.182 === Chapter 5.3 --- Guiding Question Two --- p.185 === Chapter 5.3.1 --- Perceived Level of Motivation --- p.185 === Chapter 5.3.2 --- Reasons for Learning English --- p.185 === Chapter 5.3.3 --- Contextual Factors --- p.187 === Chapter 5.4 --- Guiding Question Three --- p.190 === Chapter 5.4.1 --- Primary Level --- p.190 === Chapter 5.4.1.1 --- English Teachers --- p.190 === Chapter 5.4.1.2 --- Parents --- p.191 === Chapter 5.4.2 --- Secondary Level --- p.192 === Chapter 5.4.2.1 --- English Teachers (In General) --- p.192 === Chapter 5.4.2.2 --- Native English-speaking Teachers (NETs) --- p.193 === Chapter 5.4.2.3 --- Parents --- p.194 === Chapter 5.4.2.4 --- Students --- p.194 === Chapter 5.4.3 --- Tertiary Level --- p.195 === Chapter 5.4.3.1 --- Institutions --- p.195 === Chapter 5.4.3.2 --- Parents --- p.196 === Chapter 5.4.3.3 --- Students --- p.196 === Chapter 5.5 --- Contributions of the Present Study --- p.197 === Chapter 5.6 --- Limitations of the Present Study --- p.198 === Chapter 5.7 --- Suggestions for Future Studies --- p.199 === Chapter 5.8 --- Summary --- p.200 === REFERENCES --- p.202 === APPENDICES === Appendix A Questionnaire --- p.210 === Appendix B Interview Protocols (Primary Level) --- p.214 === Appendix C Interview Protocols (Secondary Level) --- p.217 === Appendix D Interview Protocols (Tertiary Level) --- p.221 === Appendix E Cover Letter --- p.235 === Appendix F Consent Form --- p.236