Social Factors Influencing Non-English Major Professors' Attitudes towards Learning English as an International Language
الموضوعات :
Maryam Kaviani
1
(PhD. Candidate, Department of TEFL, Babol Branch, Islamic Azad University, Babol, Iran)
Abolghasem Heidarabadi
2
(Assistant Professor, Department of Sociology, Babol Branch, Islamic Azad University, Babol, Iran)
الکلمات المفتاحية: motivation, English language learning, Social factor, Iranian teachers, Ghaemshahr branch,
ملخص المقالة :
Nowadays, English is the leading foreign language enjoying a prestigious position in many countries, including Iran. In recent years, English is more and more popular in the world and the importance of learning English cannot be overstated in an increasingly interconnected and globalized world. In this regard, studying the status of language of the educated class of the society such as teachers is very important. They can use English to improve their knowledge and research works. This requires that they have positive motivation towards English language learning. However, the role of social factors cannot be ignored. Based on the relationship between social context and English language proficiency, it should be remembered, however, that social context influences English language proficiency indirectly, mediated by a number of variables. Hence, this study tries to examine how the social factors influence Iranian teachers' motivation towards English as an international language. To this end, a questionnaire was used as a research instrument. It was administered to 100 Iranian teachers of Islamic Azad University (Ghemshahr Branch), Ghaemshahr, Iran. The findings of this study showed that social factors can influence Iranian Teachers' motivation toward English language learning.
Adler, S. (1973). Social class bases of Language: A Reexamination of Socio-economic, Socio psycho-logical and Socio-linguistic factors. Asha, 15(1), 3-9.
Anastasi, C. (1957). Attitude of in-service and pre-service primary school teachers. Journal of Education Psychology 36(3), 1-5.
Baker, N. (1988). Professional development: teaching and learning. McGRAW-hill, New York.
Chalak, A. Kassaian, Z. (2010). Motivation and attitudes of Iranian undergraduate EFL students towards learning English.GEMA Online Journal of Language Studies, 10(2), 37-56.
Desherf, M. (2002). The effects of family, social and background factors on children's educational attainment. Digital Commons, Illinois Westeyan University.
Fakeye, D. (2010). Students' personal variables as correlates of academic achievement in English as a second language in Niegeria.Journal of Social Sciences, 22(3), 205-211.
Gardener, R. (1985). Social psychology and second language learning.The role of attitudes and motivation. London: Edward Arnold.
Gardner, R. C. (1960). Motivational variables in second-language acquisition. PhD Thesis: McGill University.
Ibnian, S. (2012).Group work and attitudes of Non-English major students towards learning EFL.International Journal of Humanities and Social sciences. In Second Language Learning: Correlational and Experimental Considerations. intrinsic extrinsic, and integrative orientations and motivations.
Lehman, S. (2006). Second-language learning and changes in the brain.Journal of Neurolinguistics, 9(21), 509-521.
Long, M. (2010). The role of linguistic environment in second language acquisition. In W.Ritche and T. Bhatia (Eds.) Handbook of second language acquisition.Santa Cruz, CA: Center for Research on Education.
Momani, M.(2009). The Jordanian secondary stage students achievement in reading comprehension according to their views towards learning English as a foreign language. Journal of Human Sciences, 42, 1-36. [Online]Available: http://www.ulum.nl/The%20Jordanian .pdf (August 11, 2011).
Munoz, C. (2010). How age affects foreign language learning. Advances in research on language acquisition and teaching.
Nunan, D. (2000). Language teaching methodology (2nded.). Harlow: Pearson Education Ltd.
Oxford, R.L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle&Heinle Publishers.
Shams M. (2008) .Students’ attitudes, motivation and anxiety towards English language learning.Journal of Research, 2(2): 121-144.
Smitt.J. (1995).A new English for a New South Africa language attitudes planning.
Starks, D., &Paltridge, B. (1996). A note on using sociolinguistic methods to study nonnative attitudes towards English. World Englishes, 15(2), 217-224.
Strong, M. (1983).Integrative motivation; cause or result of successful second language acquisition?Language Learning 34(3), 1-14.
ZeinolAbedin, M. (2012).EFL students attitudes towards learning English language, 8(2), 116-134
Zhou, M.(2002) The spread of Putonghua and language attitude changes in Shanghai and Guangzhou. Journal of Asian Pacific Communication, 11(2), 231- 253.
