The Impact of Vocabulary Enrichment through the Integration of Reading and Writing Tasks on Advanced EFL Learners’ Motivation in ESP Courses
محورهای موضوعی : English Language Teaching (ELT)زهرا چراغی 1 , علیرضا آل بند 2
1 - گروه زبان انگلیسی، دانشگاه تربیت دبیر شهید رجایی، تهران ، ایران
2 - گروه زبان انگلیسی، دانشگاه تربیت دبیر شهید رجایی، تهران ، ایران
کلید واژه: English for Specific Purposes, English for occupational purposes, learners’ motivation, specialized vocabulary,
چکیده مقاله :
Motivation in English for Specific Purposes (ESP) courses is an issue of utmost importance. Expanding specialized vocabulary is one of the objectives defined by ESP stakeholders. Therefore, the aim of this study was to investigate the role of vocabulary enrichment through close integration of reading and writing tasks in promoting advanced English for Occupational Purposes (EOP) learners’ motivation and attitudes. To this end, fifteen civil engineers were selected through convenience sampling. Following an eight-session course centered around technical vocabulary using reading and writing tasks, questionnaires were used as pretest and posttest based on Attitudinal/Motivation Test Battery (ATMTB), to measure nine types of motivation. Nine paired samples t-tests were conducted to determine whether there was a mean difference in the questionnaire results across time from pretest to posttest. The results demonstrated significant increase in all types of motivation following the integration of reading and writing tasks, excluding intrinsic motivation considering self-confidence. It was shown that there is a close relation between ESP learners’ motivation and the amount of vocabulary they learn. The results proposed certain practical strategies in order for ESP/EOP material developers and teachers to fulfill the objectives and aims of these needs-based courses.
انگیزه زبان آموزی در دوره های انگلیسی با اهداف ویژه دارای اهمیت بسزایی است چراکه افراد شرکت کننده در این دوره ها دارای اهداف کاملاً واضح، مشخص و بیان شده هستند که انتظار رسیدن دقیق و فوری به آنها را دارند. یکی از این اهداف گسترش دایره واژگان تخصصی است. بنابراین هدف این تحقیق بررسی نقش افزایش واژگان تخصصی از طریق ادغام مهارتهای خواندن و نوشتن در میزان انگیزه زبان آموزان انگلیسی با اهداف شغلی بوده است. شرکت کنندگان در این تحقیق 15 مهندس عمران با مدارک بالاتر از کارشناسی بودند که از طریق نمونه گیری در دسترس انتخاب شدند. در این تحقیق پرسشنامه هایی که براساس مدل گاردنر ATMTB می باشند و 9 نوع انگیزه را مورد بررسی قرار می دهند به صورت پیش آزمون و پس آزمون استفاده شدند. نُه آزمون t مقایسه زوجی در SPSS برای بررسی تغییر در تفاضل میانگین نمره پرسشنامه ها در زمان قبل و بعد از انجام آزمایش صورت گرفت. نتایج نشان دهندۀ افزایش معنی دار انواع انگیزه بجز انگیزه درونی در رابطه با اعتماد به نفس در زبان آموزان بعد از شرکت در کلاس های انگلیسی با اهداف ویژه با تمرکز بر افزایش واژگان تخصصی می باشد. تحلیل ها نشان می دهند که رویکرد واژگانی در طراحی و تدریس دوره های انگلیسی با اهداف ویژه می تواند انگیزه یادگیری را در داخل و بیرون محیط کلاس افزایش دهد. این تحقیق پیشنهادهایی کاربردی در رابطه با طراحی دوره های زبان انگلیسی با اهداف ویژه را ارائه می دهد.
Alemi, M., & Jafari Pazoki, S. (2019). Engineering students’ motivation to learn technical English in ESP courses: Investigating Iranian teachers’ and students’ perceptions. RELC Journal, 51(2), 1-15. doi:10.1177/0033688218811371
Ali, W. (2014). Motivations and attitudes of undergraduate students toward ESP classes in an Egyptian university (Master’s thesis, the American University in Cairo). Retrieved from https://fount.aucegypt.edu/etds/1164
Altalib, A. N. K. (2019). L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia. Australian Journal of Applied Linguistics, 2(1), 1–16. doi:10.29140/ajal.v2n1.113
Basturkmen, H. (2010). Developing courses in English for specific purposes. Auckland, New Zealand: Palgrave Macmillian.
Carreira, J. (2005). New framework of intrinsic/extrinsic and integrative/instrumental motivation in second language acquisition. The Keiai Journal of International Studies 1(16), 39–64.
Coxhead, A. (2013). Vocabulary and ESP. In Paltridge, B & Starfield, S. (Eds.). The handbook of English for specific purposes (pp. 115-133). UK: Wiley & Sons, Inc.
De Bot, K., DÖrnyei, Z., & Waninge, F. (2014). Motivational dynamics in language learning: Change, stability, and context. The Modern Language Journal, 98(3), 704-723. doi: 10.1111/j.1540-4781.2014.12118.x
DÖrnyei, Z. (1990). Conceptualizing motivation in foreign-language learning. Language Learning, 40(1), 45–78. doi:10.1111/j.1467-1770.1990.tb00954.x
DÖrnyei, Z. (1990, April 15-21). Analysis of motivation components in foreign language learning [Paper presentation]. World Congress of Applied Linguistics, sponsored by International Association of Applied Linguistics (9th). Thessaloniki, Greece.
DÖrnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273. doi:10.2307/330107
DÖrnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
DÖrnyei, Z., & Ushioda, E. (2011). Teaching and researching: Motivation (applied linguistics in action) (2nd ed.). Oxfordshire: Routledge.
Elachachi, H., & Graia, W. B. (2014). Motivation in the ESP classroom: The case of Algerian biomedical engineering students. In Cheng, W. (Ed), The Asian ESP Journal, 1(1), 69-103. The Asian ESP Journal Press.
Esmaeili, H. (2002). Integrated reading and writing tasks and ESL students’ reading and writing performance in an English language test. Canadian Modern Language Review, 58(4), 599–620. doi:10.3138/cmlr.58.4.599
Gardner, R. C., & Gliksman, L. (1982). On “Gadrner on affect”: A discussion of validity as it relates to the attitude/motivation test battery: A response from Gardner. Language Learning, 32(1), 191–200. doi:10.1111/j.1467-1770.1982.tb00527.x
Ghazvini, S. D., & Khajehpour, M. (2011). Attitudes and motivation in learning English as second language in high school students. Procedia - Social and Behavioral Sciences, 15, 1209–1213. doi:10.1016/j.sbspro.2011.03.264
Hutchinson, T. & Waters, A. (1987). English for specific purposes: A learning-centered approach. Cambridge: Cambridge University Press.
Ibboston, M. (2008). Cambridge English for engineering. Cambridge: Cambridge University Press.
Joseba, M., & Ardeo, G. (2016). Engineering students’ instrumental motivation and positive attitudes towards learning English in a trilingual tertiary setting. Ibérica, Revista de la Asociacion Europea de Lenguas para Fines Especificos (32), 179-200.
Khodi, A. (2016). From an appraisal of Iranian ESP courses to curriculum development. IJRELT (3)2, 13-20.
Lavrysh, Y. (2016). Peer and self- assessment at ESP classes. Advanced Education (6)1, 60-68.
doi:10.20535/2410-8286.85351
Mauludin, L.A. (2021). Students’ perceptions of the most and the least motivating teaching strategies in ESP classes. Iranian Journal of Language Teaching Research 9(1), 139-157.
Martirosyan, N.M., Saxon, D.P., & Vick, T.N. (2016). Best practices and challenges in integrated reading and writing: A survey of field professionals, Part 2. Journal of Developmental Education 39(3), 34-35.
Mostafavi, S., Mohseni, A., & Abbasian, G. R. (2021). The pedagogical efficacy of ESP courses for Iranian students of engineering from students’ and instructors’ perspectives. Asian-Pacific Journal of Second and Foreign Language Education, 6(1), 1-20. doi:10.1186/s40862-021-00109-2
Rozmatovna, A. (2020). The influence of integrative motivation and instrumental motivation on learning English as a foreign language. Journal of Critical Reviews 7(12), 942-945.
Rezaei Fard, Z., Shahrokhi, M., & Talebinejad, M. (2021). The effect of flipped classroom on Iranian ESP students’ vocabulary learning, retention and attitude. International Journal of Foreign Language Teaching & Research, 9(35), 115-129.
Saheb, V. (2014). Motivation in English as a Foreign Language Learning: A study of motivation toward English language learning in Stockholm´s upper secondary schools for adults (KOMVUX). (Master’s thesis, Halmstad University, Stockholm, Sweden).
Sarani, A., Sahebi, L. (2012). The impact of task-based approach on vocabulary learning in ESP courses. English Language Teaching 10(5), 118-128.
Schoonen, R. (2018). Are reading and writing building on the same skills? The relationship between reading and writing in L1 and EFL. Reading and Writing 32, 511-535. doi:10.1007/s11145-018-9874-1
Schug, D., & Le Cor, G. (2017). Towards a dynamic approach to analyzing student motivation in ESP courses. In C. Sarré & S. Whyte (Eds), New developments in ESP teaching and learning research (pp. 73-91). doi:10.14705/rpnet.2017.cssw2017.746
Taherdoost, H. (2016). Validity and reliability of the research instrument; How to test the validation of a questionnaire/survey in a research. SSRN Electronic Journal, 5(3) 28–36. doi:10.2139/ssrn.3205040
Ushioda, E. (2008). Motivation and good language learners. In Griffiths, C (Ed), Lessons from good language learners. (pp. 19–34). https:doi: 10.1017/cbo9780511497667.004
Williams, R. (1985). Teaching vocabulary recognition strategies in ESP reading. The ESP Journal, 4(2), 121–131. doi:10.1016/0272-2380(85)90015-0
