A Cross sectional Study of Contextual Causes of Demotivation among Algerian University Students of English

Table of Contents

General Introduction

1. Statement of the Problem

2. Aims of the Study

3. Hypothesis

4. Research Methodology

5. Structure of the Study

Chapter One: The Study of Motivation in Second Language Learning

Introduction

1.1. A Historical Overview on the Study of Motivation in Second Language Acquisition

1.1.1. Definition of Motivation

1.1.2. The Major Phases in the Study of Motivation in Second Language Acquisition

1.1.2.1. The Social Psychological Period (1959-1990)

1.1.2.2. The Cognitive-Situated Period (during the 1990s)

1.1.2.3. The Process-Oriented Period (in the Turn of the Century)

1.2. Theories of Motivation in Second Language Learning

1.2.1. The Behaviourist Theory

1.2.2. The Cognitive Theories

1.2.2.1. Expectancy-Value Models of Motivation

1.2.2.2. Attribution Theory

1.2.2.3. Self-Efficacy Theory

1.2.2.4. Goal Theory

1.2.2.5. Self- Determination Theory (SDT)

1.2.3. The Humanistic Theory

1.2.3.1. Maslow’s Theory of Growth Motivation

1.3. Integrative and Instrumental Motivation

1.3.1. Integrative Motivation

1.3.2. Instrumental Motivation

Conclusion

Chapter Two: Demotivation in Second Language Acquisition

Introduction

2.1. Definition of Demotivation

2.2. Studies of Demotivation

2.2.1. Chamber’s (1993) Investigation

2.2.2. Oxford’s (1998) Investigation

2.2.3. Ushioda’s (1996) Investigation

2.2.4. Dornyei’s (1998) Investigation

2.2.5. Muhonen’s (2004) Investigation

2.2.6. Sakai and Kikuchi’s (2009) Investigation

2.2.7. Hirvonen’s (2010) Investigation

Conclusion

Chapter Three: Practical Framework

Introduction

3.1 The Sample

3.2. Means of Research

3.3. The Students’ Questionnaire

3.4. Data Analysis and Discussion

3.4.1. Analysis of Students’ Questionnaire

3.4.1.1. Section One: Background Information

3.4.1.2. Section Two: The Students

3.4.1.3. Section Three: The Teacher

3.4.1.4. Section Four: Materials and Teaching Programs

3.4.1.5. Section Five: The Course

3.4.1.6. Section Six: The Classroom

3.4.1.7. Section Seven: The Administration

3.4.1.8. Further Suggestions

3.4.2. Discussion of the Results

3.4.3. Limitations of the Study

3.4.4. Pedagogical Recommendations

Conclusion

General Conclusion

Objectives and Topics

This thesis aims to identify the contextual factors that contribute to the demotivation of Algerian university students majoring in English, thereby providing insights to help educators and administrators improve the learning environment.

• Theoretical overview of motivation and demotivation in Second Language Acquisition (SLA).
• Analysis of external vs. internal demotivating factors.
• Empirical study involving a cross-sectional survey of 60 English undergraduate students.
• Investigation into the influence of teachers, classroom atmosphere, and curriculum design on student motivation.
• Provision of pedagogical recommendations to mitigate student demotivation.

Extract from the book

Summary of Chapters

Chapter One: The Study of Motivation in Second Language Learning: This chapter reviews the history of L2 motivation research and introduces major psychological theories, including behaviourism, cognitive models, and humanistic approaches.

Chapter Two: Demotivation in Second Language Acquisition: This chapter focuses on the construct of demotivation, reviewing significant previous research and specific studies that have attempted to identify demotivating factors in various contexts.

Chapter Three: Practical Framework: This chapter details the research methodology, including the design of the student questionnaire, data collection among 60 undergraduate students, and a discussion of the results regarding contextual demotivators.

Keywords

Demotivation, Second Language Acquisition, L2 Motivation, Contextual Factors, Algerian University Students, English as a Foreign Language, Classroom Atmosphere, Pedagogical Recommendations, Teacher Influence, Student Questionnaire, Attribution Theory, Self-Efficacy, Self-Determination Theory, Educational Psychology.

Frequently Asked Questions

What is the core focus of this research?

The research focuses on identifying specific contextual factors that lead to demotivation among Algerian university students studying English as a foreign language.

What are the primary thematic fields addressed?

The work covers motivation theories, the historical development of SLA motivation research, the identification of external and internal demotivating influences, and practical strategies for improvement in an academic environment.

What is the research's main objective?

The primary aim is to raise awareness among teachers and administrators regarding factors that hinder student motivation, with the goal of creating a more effective and supportive learning environment.

Which scientific methodology was applied?

The study utilizes a cross-sectional research design, employing a 36-item questionnaire administered to 60 students across three different levels of the license curriculum to gather quantitative and qualitative insights.

What does the main body of the work cover?

The main body is divided into two theoretical chapters and one practical chapter. It examines motivation theories (such as Self-Determination and Maslow's hierarchy), reviews previous studies on demotivation, and analyzes empirical data from the student survey.

Which keywords best characterize this work?

Key terms include Demotivation, Second Language Acquisition, Contextual Factors, Classroom Atmosphere, and Pedagogical Recommendations.

How does the teacher's role contribute to student demotivation according to the findings?

The analysis indicates that the teacher is a fundamental source of demotivation, specifically through behaviors such as negative feedback, unfair treatment, lack of encouragement, and strict or subjective personality traits.

What specific pedagogical recommendations are proposed?

Recommendations include improving the teacher-student relationship, creating a friendlier classroom atmosphere, reducing the workload of modules, and providing updated teaching materials and better library resources.