English as a medium of instruction: the relationship between motivation and English second language proficiency

• Main Author: Madileng, Mary Mmatsatsi
• Other Authors: Ribbens, I.R.
• Format: Others
• Language: en
• Published: 2009
• Subjects: School and classroom contextual factors; Parental expectations; Parents educational background; Parents socio-economic status; Goal-oriented theory; Self-determination theory; Integrative motivation; Instrumental motivation; Socio-psychological motivation; 418.0071; English language > Study and teaching (Higher) > Foreign speakers; Second language acquisition
• Online Access: Madileng, Mary Mmatsatsi (2009) English as a medium of instruction: the relationship between motivation and English second language proficiency, University of South Africa, Pretoria, <http://hdl.handle.net/10500/2332>; http://hdl.handle.net/10500/2332

In order to research the limited English proficiency of First Year National Intermediate Certificate students at the Further Education and Training College of Ekurhuleni West, the researcher investigated various motivation variables, namely: * socio-psychological factors * learner factors * parental involvement and * contextual factors related to the influence of the school and classroom A review of literature and empirical research methods were used to this effect. The literature review revealed that instrumental and integrative motivation, self-determination and goal orientedness, parental support and school and classroom context factors contributed to the development of ESL proficiency. A motivation questionnaire and an English proficiency test were administered to the participants. The results indicated no significant relationship between the learner's level of ESL proficiency and motivation variables. These findings form the basis for recommending specific guidelines for possible directions for future research. === Linguistics and Modern Languages === M.A. (Specialisation in Applied Linguistics)