Some Aspects of Motivating Tertiary Students in Learning Oriental and European Languages

Safronova, V.; Klyukina, E.

Авторы: Safronova V., Klyukina E.
Журнал: Rural Environment. Education. Personality.
Том: 12
Год издания: 2019
Издательство: Latvia University of Life Science and Technologies
Местоположение издательства: Latvia
Первая страница: 158
Последняя страница: 164
DOI: 10.22616/REEP.2019.020
Аннотация: Motivation as a concept, motivating factors and the role of the teacher in the motivation mixhave received considerable attention lately. Tertiary students seem to be the ones who have potentintrinsic motivation simply because completing a degree is not compulsory. Nevertheless, motivation isseen to be directly related to learners’ performance and achievement. Thus, the study attempted toexplore motivating factors for tertiary students in a specific educational setting – in a college where theyare supposed to take up two foreign languages and study them both from scratch (or at best to continueone from of them from an intermediary level) simultaneously, the task made more challenging by thefact that the major language is an Oriental or an African one. Therefore, the aim of the study was toquestion the students about their perception of the motivating factors, including the importance of thefigure of a teacher and the teacher type related to authoritarianism versus a more democraticmanagement style; gender-related differences, if any, were of particular interest, as well as thoseconcerning particular languages, namely European languages vs oriental ones. For this purpose,a questionnaire was devised, printed out and distributed among the students. The responses, which weregiven in the teachers’ absence, were subsequently collected and analysed. The results of the surveysuggest that intrinsic motivation is indeed the prevalent form of motivation for tertiary students in bothOriental/African and West European language, though the role of the teacher and relevant interestingmaterials and topics for discussion help foster the intrinsic motivation. A more democratic style of classmanagement is seen by the students as preferable and more conducive to language learning.
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