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_________________
A Paper
Presented to the
Faculty of the Graduate School Bataan Peninsula State University
City of Balanga, Bataan
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by:
SALVE V. CALDERON
March 2018
ABSTRACT
The study aimed to obtain responses on how the speaking proficiency of the
motivate the students attending a Special Program for Foreign Language (Chinese -
Mandarin) in the Bataan National High School in the Academic Year 2017 -2018.
above-stated Special Program whose interviews are voice recorded and later
transcribed. The results affirm that students enrolled in the program are highly
learning the language and opportunities to use the language in the future.
Moreover, the research confirms that students are generally highly-motivated and
The study also recommends the continuity of the Special Program for
Some students learn a new language more quickly and easily than others. Either the students
learned the foreign language on their own or a foreign language teacher has taught them in
their school. Some language learners are successful by their sheer determination, hard work,
and persistence.
There are crucial factors influencing success that are beyond the control of the learner. These
factors can be categorized as internal or external in nature. The complex interplay of internal
and external factors determines the speed and facility that the new language is learned.
Motivation is an important factor in learning a second and foreign language (Gardner, 1985b;
Scarcella & Oxford, 1992). It is defined as the individual’s attitudes, desires, and effort
(Gardner, Tremblay & Masgoret, 1997). Moreover, Ryan and Deci (2000) defined
achievement. According to the self-determination theory (Deci and Ryan, 1985; 1995), there
are two general types of motivation, one based on intrinsic interest in the activity per se and
the other based on rewards extrinsic to the activity itself. These types of motivation are not
learners.
The study would be very helpful in explaining why students have the motivation to learn one
communicative skill over another. This research would also help teachers and curriculum
designers to make improvements on their current Special Program for Foreign Language
(Chinese-Mandarin) in their respective schools, in order to address the concern of why some
students are not well-rounded in the development of all four macro skills in Chinese-
Mandarin.
communicative skills?
Hence, the researcher would like to finish this study to come up with the possible
A qualitative method of research was used in the study to gain information concerning the
The main instrument used in gathering the data is an in-depth guided personal interview using
a self-made interview guide questions. The content of the self-made interview guide
questions was ensured through a dry run done involving 5 respondents represented by Grade
Additionally, in order to facilitate the process of data collection, permission was secured from
the Special Program for Foreign Language (SPFL) – Chinese Mandarin Consultant and
Coordinator.
Data Processing
All the respondents showed the motivation and enthusiasm to learn Chinese-Mandarin as
their foreign language. Noels, Clement and Pelletier (1999) investigated the relations between
perception of teachers’ communicative style and students’ motivation. The results also
suggested that the teacher’s behavior affects the students’ generalized feelings of autonomy
and competence.
Table 1
Table 2
Intrinsic Motivation
The themes instructed how Intrinsic Motivation affects the learner’s development in learning
is related to what Ryan, Kuhl and Deci (1997) introduced the Self-Determination Theory
(SDT) which they defined as an approach to human motivation and personality that utilizes
traditional empirical methods while employing a metatheory that highlights the importance of
human’s evolved inner resources for personality development.
Table 3
Extrinsic Motivation
The themes that materialized from the interview concerning the advantage of Extrinsic
Motivation was the rewards, parents and desired grade which is in accordance to Ryan and
Deci (1985). (EM) are those actions carried to achieve some instrumental end, such as
earning a reward or avoiding a punishment. This type of motivation does not necessarily
imply a lack of self-determination in the behaviors performed.
Table 4
Teacher’s Motivation
The themes regarded why students are motivated in learning Chinese- Mandarin is because of
the teacher’s significant role in motivating the students in learning. Noels (2001a)
investigated the relations between perception of teacher’s communicative style and student’s
motivation. The results suggested that the teacher’s behavior affects the students generalizes
feelings of autonomy and competence.
Discussions
The study clearly showed that SPFL-Chinese Mandarin learners are intrinsically and
extrinsically motivated to learn a Foreign Language skill such as speaking in their third
language, Chinese Mandarin. These can be explained by the students’ interest in speaking using
Chinese-Mandarin with their teachers, peers and even inside the classroom as it is a
Moreover, it was found that students by and large, are intrinsically motivated via
accomplishment and knowledge. These findings suggest that these learners are attempting to
The study puts forward the reality indeed, Chinese-Mandarin a potential language and that
students will always be interested to learn this language due to many benefits it may bring.
Their multilingual exposure at a very early stage in their lives puts the Filipino young language
Recommendations
Without a doubt, there are still so many things to be done when it comes to conducting research
on motivation, In the end, the voluminous amount that might come from studies related to the
said topic would further enhance how teachers practice their profession and how students
Deci, E. L., & Ryan, R.M. (1985). Intrinsic Motivation and Self Determination in Human
Deci, E.L., & Ryan, R.M. (1995). Human autonomy: The basis for true self-esteem. In
Gardner, R. C. (1985b). Social Psychology and Second Language Learning: The Role of
Attitudes and Motivation. London: Edward Arnold. Gardner, R. C., Tremblay, P. E., &
Noels, K. A., Clement, R., & Pelletier, L. G. (1999). Perceptions of teacher communicative
style and students’ intrinsic and extrinsic motivation. Modern Language Learning Journal, 83,
2334.
Scarcella, R., & Oxford, R. (1992). The Tapestry of Language Learning: The Individual in