Chapter 1: Introduction
1.1 Rationale for the study
We are living in the global world in which English language has rapidly become an
international language. To meet this requirement, English has been taught almost everywhere
in Vietnam, especially in schools, colleges, universities, English is a compulsory subject.
However, how to speak English well is a problem for many learners of English,
especially for the students of colleges and universities. Despite the fact that most of the
students have been learning English since they were at secondary or high school, they are
deficient in English speaking.
As a teacher of Tourism & Foreign language Department, Sao Do College of
Industry SCI, HaiDuong, from our observation and our own teaching experience, we see that
during the speaking lesson classroom interaction is restricted. Only some students get
involved in the activities conducted by the teacher while others keep silence or do other
things. Thus, one of the challenges to the teacher is to find out the answer to the question
“Why don’t many students of English get involved actively in speaking lesson?”
To find the answer to this question it is necessary to investigate what motivates and
de-motivates students in English learning in general and in speaking in particular. Many
teachers and researchers now believe that motivation is one of the most important factors
that determine the rate and success of L2 attainment: it provides the primary impetus to
initiate learning the L2 and later the driving force to sustain the long and often tedious
learning process. Without sufficient motivation, even individuals with the most remarkable
abilities cannot accomplish long-term goals, and there are no appropriate curricula and good
teaching to ensure student achievement.
For the mentioned reasons, we would like to conduct a study on “Motivation in
Learning English Speaking of the Second Year Tourism-Major Students at Tourism
and Foreign Language Department, Sao Do College of Industry”. The study is to
investigate what motivates and de-motivates students in English speaking learning. We do
hope that this study will help the teacher of speaking in some ways to find appropriate
methods to motivate their students.
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1.2 Aims of the study

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Chapter 2: Literature review
This chapter is concerned with the conceptions of motivation, motivation in foreign
language learning, and the theoretical backgrounds of speaking skills.
2.1 Theoretical background of motivation
2.1.1 Conceptions of motivation
Many researches have been undertaken and there is much in the research literature
regarding the definition of motivation. All the motivation theories in general want to explain
the fundamental question of why humans behave as they do, and therefore we cannot assume
any simple and straightforward answer.
Motivation is described as the impetus to create and sustain intentions and goal
seeking acts (Ames & Ames, 1989).
Burden, (1997:119) assumed that “from a cognitive perspective, motivation is
concerned with such issues as why people decide to act in certain ways and what factors
influence the choice they make. It also involves decisions as to the amount of effect people
are prepared to expand in attempting to achieve their goals. The role of the teacher thus
becomes one of helping and enabling learners to make suitable decisions”
Dornei (2001:613) defined motivation as “a general ways of referring to the
antecedents (i.e. the causes and the origins”. He also stated that “motivation explains why
people decide to do something, how hard they are going to pursue it and how long they are
willing to sustain the activities” (2001:7). The author mentioned two dimensions of human
behavior: direction and magnitude (intensity) which motivation concerns.
Motivation, “the process whereby goal-directed activity is instigated and sustained”
(Pintrich& Schunk, 2002).
From the above, it can be deduced that motivation is a psychological trait which
leads people to achieve a goal. Motivation is what drives you to “behave” in a certain way or
to take a particular action. Simply, it can be understood that motivation is your “WHY”.
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2.1.2 Motivation in foreign language learning
In recent years, motivation has become a familiar term in second language learning.

+ Self-efficacy
Learning situation level
Course specific motivational
components Interest (in the course)
Relevant (of the course to one’s needs)
Expectancy (of success)
Satisfaction (one has in the outcome)
Teacher specific motivational
components Affiliative motive
Authority type
Direct socialization of student motivation
- Modeling
- Task presentation
- Feedback
Group specific motivational
components
Goal-orientedness
Norm and reward system
Group cohesion
Classroom goal structure
Another comprehensive attempt to summarize the motivational components that are
relevant to L2 instruction has been made by Marion and Bob Burden (1997) as a part of a
larger overview of psychology for language teachers. The motivational components
summarized consist of internal factors and external factors. The components of these factors
are displayed in the framework below.
Table 2: William and Burden’s (1997) framework of L2 motivation
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(Adapted from Dornyei, 2001)
Internal factors External factors
Intrinsic interest of activity

- feelings of competence
- awareness of developing skills and
mastery in a chosen area
- self efficacy
The broader context
- wider family networks
- the local education system
- conflicting interests
- cultural norms
- societal expectations and attitudes
Self-concept
- realistic awareness of personal strengths
and weaknesses in skills required
- personal definitions and judgments of
success and failure
- self-worth concern
-learned helplessness
Attitudes
- to language learning in general
- to the target language
- to the target community and culture
Other affective states
- confidence
- anxiety, fear
Developmental age and stage
Gender
In conclusion, motivation is one variable, which, combined with other factors,
influences a learner’s success.
2.1.3 Types of motivation in foreign language learning
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(Chambers, 1999).
2.1.4. Main de-motivating factors affecting motivation in learning foreign language
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2.1.4.1 Conceptions of de-motivation
Dornyei (2005: 143) defined de-motivation as “specific external forces that reduce or
diminish the motivational basis of a behavioral intention or an ongoing action”.
Deci and Ryan (1985) used a similar term “a-motivation”, which means “the relative
absence of motivation that is not caused by a lack of initial interest but rather by the
individual’s experiencing feelings of incompetence and helplessness when faced with the
activity.”
Dornyei pointed out that de-motivation does not mean that all the positive influences
that originally made up the motivational basis of a behavior have been got rid of. It only
means that a strong negative factor restrains the present motivation with some other positive
motives still remain ready to be activated.
2.1.4.2 De-motivating factors affecting motivation in learning foreign language.
According to Dornyei, factors de-motivating students’ learning are as follows.
1. The teacher (personality, commitment, competence, teaching method);
2. Inadequate school facilities (group is too big or not the right level, frequent change of
teachers);
3. Reduced self-confidence (experience of failure or lack of success);
4. Negative attitude towards the L2;
5. Compulsory nature of L2 study;
6. Interference of another foreign language being studied;
7. Negative attitude towards L2 community;
8. Attitudes of group members;
9. Course-book
Basing on Dornyei’s study, factors affecting students’ motivation can be classified
into learner’s factors, teacher’s factors, environment factors, and teaching and learning
conditions.
2.1.4.2.1. Learner’s factors

development of their language skills” (Gass et al 1993: 265). Different learning strategies
work best for different people when learning a second language. For example, one student
may learn vocabulary through writing and practicing the vocabulary using cue cards,
whereas another student may only read the vocabulary and learn that way.
e. Leaners’ belief
Most learners have strong belief about how languages are learnt, how their
instruction should be divided. “These beliefs are usually based on previous learning
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experiences and the assumption (right or wrong) that a particular type of instruction is the
best way for them to learn. ( Lightbrown, 1999:59)
f. Age of acquisition
Age is another characteristic of learners which affects learners’ success in second
language learning. It is believed that children are better than adults at acquiring a second
language. It is also often claimed that there is a critical period for second language
acquisition ends around puberty or even earlier.
g. Confidence, Anxiety
Learner's motivation can vary tremendously according to their confidence and
anxiety they have toward the language they are learning and the environment they are in.
Not only is anxiety related to motivation, but it is also related to proficiency and
more so to communication proficiency, as suggested by Clement, Dornyei and Noels (1994).
2.1.4.2.2 Factors related to learning environment
Learning environment involves physical conditions and classroom atmosphere. The
former refers to the classroom size, chairs, desk, tables, lights, boards and even bulletin
boards. Harmer, J. (1992), replicated by Nguyen Mai Nhung (2003), confirms that such
conditions had great influence on students’ learning as well as their attitudes toward the
subject matter. These conditions, therefore, affected students’ motivation either positively or
negatively. The other factor related to learning environment is a pleasant and supportive
atmosphere in the classroom as Lightbown, P.M. & Spada, N. (1999) claim that the
supportive and non-threatening atmosphere makes a contribution to learners’ motivation.
2.1.4.2. 3 Teachers’ factors

+ allow students to call at home when they have a problem
+ be available for overtime....
Furthermore, if teachers treat their students "as if they already are eager learners,
they are likely to become eager learners" (Brophy, 1998: 170).
c.Teachers' expectations
In an experiment in educational psychology, an intelligence test to primary school
children, Rosenthal and Jacobson (1968) came to a conclusion that if teachers had high
expectations about how well students could study, their students would probably be able to
reach high level of achievement.
Students tend to perform at a level which is consistent with the teacher's
expectations. Particularly, when the teacher sets high expectations, they are likely to perform
better at the subject matter and even feel more competent (Good & Brophy, 1987).
d. Good relationship with the students
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- Acceptance: three linchpins of the humanistic psychology; namely; acceptance,
empathy and congruence, are of great influence in the development of student-centered
teaching.
- Ability to listen and pay attention to students: listening to a person is the single
most powerful transaction that occurs between ourselves and another person (Wlodkowski,
1986: 28).
Following are several gestures which can convey personal attention by Burden
(1995) and Paffini (1996):
+ Greet students and remember their names
+ Smile at them
+ Notice interesting features of their appearance
+ Ask them about their lives outside school
+ Show interest in their hobbies
+ Move around in class
+ Send notes to absent students....
2.1.4.2. 4. Teaching and learning conditions

- be able to respond to the group dynamics of the learning situation so as to develop
negative anxiety and inhibition.
- seek out all opportunities to use the target language.
- make maximum use of the opportunities afforded to him and to others.
- supplement the learning that derives from direct contact with speakers of the L2
with
- Learning derived from the use of study techniques.
- be an adolescent or an adult.
- possess sufficient analytic skills to perceive, categorize, and store the linguistic
features of the L2.
- possess a strong reason for learning the L2.
- be prepared to experiment by taking risks.
- be capable of adapting to different learning conditions.
Naiman et al. (1978) also mentioned certain typical characteristics associated with
motivation, which are displayed by successful learners, namely;
- Positive task orientation
- Ego-involment
- Need for achievement
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- High aspirations
- Goal orientation
- Perseverance
- Tolerance of ambiguity
In short, motivation which is affected by a number of factors on both the part of the
teacher and the part of the learner, has been considered to play an important role in L2
teaching and learning. It is, moreover, of significance in teaching and learning L2 speaking.
The following part will deal with several features of L2 speaking activities. The below parts
also suggests some ways to motivate learners in learning English speaking skills.
2.2 Theoretical backgrounds of teaching speaking skills
2.2.1 What does speaking involve?

participants. This means that effective speaking involves a good deal of listening and
understanding of how the other participants are feeling and a knowledge of how
linguistically to take turns or allow others to do so.
Real item information processing: the ability to process the information others tell us
the moment we get it. The longer it takes, the less efficient we are.
Sociolinguistic knowledge: knowledge of language alone does not adequately
prepare learners for effective and appropriate use of the target language. Learners must have
competence which involves knowing what is expected socially and culturally by users of the
target language. Understanding the sociolinguistic side of language helps learners know what
comments are appropriate, know how to ask questions during interaction, and know how to
respond nonverbally according to the purpose of the talk.
2.2.2 Communicative language teaching (CLT) approach
Communicative language teaching (CLT) is an approach to the teaching of second
and foreign languages that emphasizes interaction as both the means and the ultimate goal of
learning a language. It is also referred to as “Communicative approach to the teaching of
foreign languages” or simply the “Communicative Approach”. As an extension of the
notional-functional syllabus, CLT also places great emphasis on helping students use the
target language in a variety of contexts and places great emphasis on learning language
functions. Unlike the ALM, its primary focus is on helping learners create meaning rather
than helping them develop perfectly grammatical structures or acquire native-like
pronunciation. This means that successfully learning a foreign language is assessed in terms
of how well learners have developed their communicative competence, which can loosely be
defined as their ability to apply knowledge of both formal and sociolinguistic aspects of a
language with adequate proficiency to communicate.
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CLT is usually characterized as a broad approach to teaching, rather than as a
teaching method with a clearly defined set of classroom practices. As such, it is most often
defined as a list of general principles or features. One of the most recognized of
These lists are David Nunan’s (1991) five features of CLT:
1. An emphasis on learning to communicate through interaction in the target

apologies, thanks, and invitations;
- Knowing how to use language appropriately.
Nunan, D., 1999, p.226
Accordingly, in the speaking class, teachers need provide their students with
interactional skill, for example, how to open and close conversations, how to make turns and
interrupt, and how to respond appropriately, ect.
2.2.3.2 Integrating pronunciation teaching
For many teachers and students, pronunciation is one of the most difficult areas
because of mother tongue interfere and feelings of awkwardness, inhibition, embarrassment,
fear or losing face. Hedge, T. (2000) claims that it is teachers’ responsibility to decide when
to focus on pronunciation, and on which aspects. It is now agreed that in CLT class,
pronunciation can be integrated into speaking lessons, either through activities which prepare
for speaking tasks or through follow-up activities. Individual sounds, words stress, sentence
stress, and various types of linking can be drawn out of many classroom activities. Likewise,
intonation can be picked out from dialogues in textbook materials to show students its
importance in indicating attitudes and emotion in conversation.
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2.2.3.3 Accuracy and fluency
According to Hedge, T. (2000:261), “as communicative approaches have developed,
teachers have been concerned to ensure that students not only practice speaking in a
controlled way in order to produce features of pronunciation, vocabulary, and structure
accurately, but also practice using these features more freely in purposeful communication”.
Teachers will therefore need to design both accuracy-based and fluency based activities.
* Accuracy: When we say someone speaks English with accuracy, we mean they
speak English without or with few errors in grammar, vocabulary and pronunciation.
Grammar: The student uses correct word order, tenses, agreement, etc. The student
does not leave out articles, prepositions, or difficult tenses.
Vocabulary: the student has a range of vocabulary that corresponds to the syllabus
year list and uses words you have taught the student uses a wide range of vocabulary.
Pronunciation: When the student speaks most people will understand. The message