Spelling suggestions: "subject:"barents educational background"" "subject:"arents educational background""
1 |
English as a medium of instruction: the relationship between motivation and English second language proficiencyMadileng, Mary Mmatsatsi 06 1900 (has links)
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 / M.A. (Specialisation in Applied Linguistics)
|
2 |
English as a medium of instruction: the relationship between motivation and English second language proficiencyMadileng, Mary Mmatsatsi 06 1900 (has links)
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)
|
Page generated in 0.1121 seconds