DEGREES OF MOTIVATION ON THE COGNITIVE-ACADEMIC DIMENSION OF ENGLISH LEARNERS OF SELECTED STUDENTS OF THE NUEVA VIZCAYA STATE UNIVERSITY BAMBANG

CAMPUS: ITS RELATIONSHIP TO SECOND-LANGUAGE ACQUISITION AND PROFICIENCY

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A Thesis Proposal Presented to The Research Department and the College of Arts and sciences Of the Nueva Vizcaya State University Bambang, Nueva Vizcaya

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By

JORGELINDO R. LUCAS, Ph.D.

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Researchers have often assumed that motivational aspects of the second language learning process are immutable phenomena-either conferred benefits or irksome constraint for the teacher. Their general belief seems to be that student either enter the learning process motivated to learn or they do not, and that the consequence of this lottery has to be accepted and accommodated.

In a brief and preliminary article aimed at teachers of General English working with students at all post primary levels, an authority suggested that learner motivation is actually in a constant state of flux brought about by an interconnection of developmental personality and attitudinal factors. This point alone means that the area is one of limitless richness and complexity. However, although motivation is a deeply personal impulse, it is possible to identify levels of motivation under which individualistic factors are largely subsumed. This is fortunate in that it enables us to discuss an essentially subjective topic in more general terms, and so identify ways in which pedagogic planning can take aspects of learner motivation into account.

Three main levels of motivation are readily identifiable. These are displayed below with their various definitions and drives:

1. HOLISTIC -

the individual as organism seeking to realize its fullest potentialities, physical, emotional, mental and spiritual

Drive Egocentric

2. CULTURAL-LINGUISTIC -

the individual as user of non-native language in relation to others within and across cultures

Drives Instrumental and integrative

3. COGNITVE LINGUISTIC - the individual in formal language learning situations

Drives security and progress Involvement in the learning program Cognitive engagement Incentive to sustain impetus Perception of language unity The term cognitive-academic refers to the level of the individual in formal learning situations. This is naturally the level at which teachers are most directly concerned with questions of student motivation.

Today, knowledge of the linguistic structure of the language is only one of the requirements of a god language teacher. Teachers should also have a broad background knowledge of the social environment that influences thir students, different pedagogical technique, social and cultural aspects of the language being taught and technique for diagnosing certain psychological characteristics of learners. For language is much more than a lists of vocabulary and sets of grammar rules, and language learning is not simply a matter of acquiring a system of linguistic formulae. Language is a form of communication among individuals in a specific social context. But even more than that language is a way of thinking and processing information. It is a symbol of culture and personal identity.

This new creased responsibility for language learning does not fall entirely on the teacher, however. The student must assume more responsibility for the learning process. The student should not simply be a passive receptacle into which the teacher pours knowledge. He must participate actively in the learning process. This is made possible if teachers can actively develop strategies to generate, harness, and sustain a motivational dynaic no matter how poorly motivated a learner may appear to be.

Considering the above cited view, the proponent believes that there is a need to direct efforts toward enhancing motivation among language students to help them develop positive attitudes towards second language learning.

The proponent wishes to validate the above cited view by conducting a study on the degrees of motivation on the cognitive-academic dimension of selected English language learners of the Nueva Vizcaya State University Bambang campus and their level of proficiency and acquisition of the English language.

In line with this, an investigation will be conducted to determine the teaching activities of English teachers if they have met and satisfied the various motivational dives of their students in their respective cognitive linguistic dimension and later suggest and

Recommend programs o provide a practical framework for the enhancement of motivation in the language classroom.

STATEMENT OF THE PROBLEM

This study aims to determine the degrees of motivation on the cognitive academic dimension of selected English language students of the Nueva Vizcaya State University Bambang Campus. This will also assess the extent on how English teachers have met the motivational drives of their students on the cognitive-academic dimension particularly.

Specifically, the study will answer the following questions:

1. What is the profile of the respondents in terms of the following variables: a. Ethnicity b. Age c. Curriculum year d. Personality types (extrovert, introvert) e. Native language spoken/use (mother tongue) f. English Subject rating (performance)

2. What is the level/degree of motivation of the respondents? 3. Is there a significant difference in the degree of motivation of the respondents when group according to identified variables? 4. Is there a significant relationship between the degrees/levels of motivation and student performance in English? 5. Based from the findings of the study, what programs could be proposed to enhance learner performance in English classes?