A big sum of surveies have been conducted on pupils attitudes toward linguistic communication acquisition and they have sought to happen replies to the inquiries like these: What are the grounds of pupils negative attitude toward larning English? What can be done to assist pupils foster positive attitude toward larning English? Still, there are tonss of inquiries that are raised over this subject. Some research workers have the thought that factors such as age, gender, teacher-student relationship may hold great impact on pupils ‘ hapless motive. However, this survey shows that most of the pupils can further positive attitude toward English lesson when vocational English and daily talk duologues applied to the lessons instead than grammar. Therefore, pupils demands and penchants should be taken into history during the learning procedure.
Background to Attitude and Motivation
In this portion, definition of attitude and motive is given and their importance in linguistic communication acquisition discussed. After that some information is given in footings of how to actuate pupils and change their negative attitude into positive one.
Description of Attitude and Motivation
Harmonizing to Verma ( 2005 ) , ‘attitude is a set of beliefs developed in a due class of clip in a given sociocultural scene. ‘ and he puts frontward that positive attitude facilitates larning. If the pupil is willing to larn something, so the procedure of larning becomes easier. That is to state, attitude affect larning either positively or negatively.
The term attitude reminds us another term called motive. Motivation, closely related term to attitude, is defined as ‘the cardinal term to all larning ‘ by Lile ( 2002 ) . Like in the instance of negative attitude, deficiency of motive, unluckily, hinders larning.
The Effects of Attitude and Motivation in Language Learning
Bropy ( 2010 ) emphasizes the importance of motive as in the followers:
‘In the schoolroom context, the construct of pupil motive is used to explicate the grade to which pupils invest attending and attempt in assorted chases, which may or may non be the 1s desired by their instructors. Student motive is rooted in pupils ‘ subjective experiences, particularly those connected to their willingness to prosecute in larning activities and their grounds for making so. ‘ ( p.3 )
It is rather true that subjective experiences such as pupils ‘ yesteryear lives related with lessons, their successes and failures in the past, organize the pupils ‘ attitudes and impact their motive grade toward lessons.
As D & A ; ouml ; rnyei and Csizer ( 1998 ) indicates ‘without sufficient motive, even persons with the most singular abilities can non carry through long-run ends, and neither are appropriate course of studies and good instruction adequate to guarantee pupil accomplishment. ‘
As the above statements support, motive and attitude have cardinal functions in larning environment. Therefore, the undermentioned rubric includes the information in footings of actuating scholars.
How to Motivate Students
Every pupil is alone and so are their demands and penchants. Therefore, there is non a clear cut manner to actuate pupils, nevertheless some research workers propose different ways which they think to be effectual to actuate scholars. As Tsiplakides and Keramida ( 2010 ) puts frontward, by a stopping point and changeless observation of their pupils, instructors can acknowledge beginnings of discontent among pupils, the grounds of their misbehaviours, involuntariness to take part in lesson and their low public presentations. Tsiplakides and Keramida ( 2010 ) claims that the relationship between instructor and pupil, the general schoolroom ambiance and the usage of reliable instruction stuffs and activities affect pupils ‘ attitude in linguistic communication acquisition.
Like Keramida, Thanasoulas ( 2002 ) sets forward schemes to actuate pupils. These schemes are: ‘a ) appropriate teacher behavior and good teacher-student resonance ; B ) a pleasant and supportive schoolroom atmosphere ; degree Celsiuss ) a cohesive scholar group characterised by appropriate group norms. ‘
In the procedure of acquisition, the instructor has an of import function. The scholars ‘ demands and jobs should be thought and we should seek to understand the grounds of pupils ‘ negative attitudes toward lessons. It is necessary to assist our pupils to develop positive attitudes.This paper handles the subject from a different point of view and puts forward that in vocational high schools the negative attitudes of the scholars may alter if the lessons are supported with vocational and day-to-day duologues of English, that is, if the pupils ‘ demands and demands is taken into history.
Aim of the Study
The first end of this survey is to understand the grounds of pupils ‘ unwillingness toward English lesson in computing machine scheduling section and understand their demands and penchants in footings of English acquisition. The undermentioned inquiries compose the nucleus of this survey:
-Why do the pupils show disinterest toward general English lesson?
-What are their penchants during English lessons?
-What do the pupils want from their instructors to make during the lesson?
This survey is based on action research. Ferrance ( 2000 ) defines action research as ‘a procedure in which participants examine their ain educational pattern consistently and carefully, utilizing the techniques of research. ‘ O’Brien provides us with another clear definition of action research: ‘learning by making ‘ . Action research gives us the chance to see jobs and seek to happen solutions to them. In schoolroom environment, we face assortment of jobs related with schoolroom direction, methods and schemes used in lessons, demands and penchants of pupils. Therefore, action research is a existent necessity for instructors to happen long-run solutions to the jobs in existent learning environment. Based on action research, in this survey, foremost of all the job is defined and discussed. Then, possible solutions are applied to see the effects on the pupils attitudes during the procedure. After that, the consequences are discussed.
This survey include my first twelvemonth pupils in Computer Programming Department in SeydiAYehir Vocational High School irrespective of their age and gender.
Written interview ( 4 open-ended inquiries ) and observation were used to roll up informations for this survey. Additionally, two computing machine section schoolrooms ( Class A and Class B ) were compared during the research. After that their concluding test consequences were compared to see whether new schemes were effectual or non.
I observed my pupils during the category clip. Everyweek I wrote my observation about the differences and similarities between the two schoolrooms in order to see whether freshly applied stategies improved the state of affairs or non.
Analysis of the Observation
From the beginning of the semester I have witnessed that most of the pupils in computing machine scheduling section have been disinterested with English lessons. This state of affairs was truly annoying me. I had the sentiment that I was seeking to make everything to assist my pupils ‘ acquisition. However, most of the pupils seemed wholly apathetic to my lesson. Most of them were unwilling to take part in the lesson and some of them did n’t even hold a notebook and pencil to take notes. Although the schoolroom ambiance was relaxed as I did n’t set force per unit area on them to fall in in the lesson and make something else related with the lesson, they did n’t take even a measure farther to analyze and larn English. It was wholly clear that they did n’t like the lesson and lacked in motive. Therefore, I decided to take an action and larn the grounds of pupils ‘ negative attitudes, deficiency of motive toward English lessons and bring forth solutions.
Analysis of the Interview with the Students
As most of the pupils were disinterested toward English lessons, I decided to use a written interview to the pupils and wanted them to be clear and honest. To increase the relaibility of the interview pupils did n’t compose their names. There are some inquiries which are thought to be helpful to happen the grounds of pupils ‘ disinterest toward English lesson. The general consequences of the inquiries are like in the followers:
– Some of them ( 18 out of 40 ) think that English lessons are non every bit of import as their section lessons. They want to concentrate on section classs instead than English.
– Most of them ( 28 out of 40 ) have the sentiment that vocational English and duologues used in day-to-day life will be more helpful and interesting alternatively of overlapping of the grammar cognition. (
– Most of them ( 30 out of 40 ) believe that their section lessons include many specific footings in English. Therefore, it is necessary for them to get down larning specific footings on their first old ages.
– Some of them think that two hours of English in a hebdomad is non equal to larn English efficaciously. For this ground, alternatively of concentrating on grammar, holding the cognition of specific English, that is vocational English, is the chief necessity for them.
The following table clarifies the chief jobs with the pupils:
Problems with the Students
Fed up with learning grammar
Thought of English lessons ‘ being less of import than other lessons
The first inquiry of the questionnaire is on the pupils ‘ general ideas about English lesson. Their responses ( % 72 ) indicate that cognizing English is necessary in this twenty-four hours and age. However, the acknowledgment of this necessity does n’t actuate them toward English lessons. Even if they know that English is widely used linguistic communication in the universe, pupils do n’t desire to analyze English. As Tsuda ( 2003 ) provinces in his survey, there is a contradiction between pupils ‘ apprehension of importance of English and their attitudes toward it. Karahan ( 2007 ) claims that one of the grounds of pupils being inactive alternatively of taking active stairss in larning English is that they do n’t hold positive attitudes toward English Language. % 28 of the pupils think that English is unneeded for them. The consequence of the first inquiry cleary shows that the large bulk of pupils believe the importance of cognizing English but they do n’t take an active measure to larn it which may be the consequence of negative attitude or deficiency of motive.
The 2nd and 3rd inquiries were related to each other and inquiring if English is necessary in vocational high schools and whether cognizing English will assist them in their future calling. % 68 of the pupils ‘ replies indicate that English is a existent necessity in vocational school as their section lessons include many footings in English. % 76 of them believe that cognizing vocational English will assist them to acquire a good occupation in the hereafter. These consequences led me to believe that the pupils wanted us to concentrate on English for specific intents.
The last inquiry about what their penchants are in English lessons. They ( % 84 ) by and large prefer larning day-to-day duologues and speaking in add-on to larn more vocational English. Their replies indicate that they are fed up with grammar as a cardinal subject in the schoolroom. The penchants of the other pupils to that inquiry was merely like this: ‘We do n’t hold any penchant related with English. ‘ These pupils did n’t hold any outlooks in footings of English.
From the beginning of the semester, I was learning grammar and focused on grammar activities as I thought that my pupils lacked in grammatical cognition of English. As I understood, maintaining grammar on the centre would make no good.
I decided to revise my learning method and in order to reform it, I decided to use new ways sing pupils ‘ demands and penchants. Before get downing to my new manner instruction, I decided to comprare two computing machine section categories: category A and category B. Both of the schoolrooms ‘ demands were about the same but I applied new methods such as communicative linguistic communication instruction, undertaking based attack ( include vocational English ) to one of them to see whether there will be a difference between the attitudes and success of the two categories ‘ pupils.
The following table nowadayss the possible solutions to the job:
Changing instructional schemes
Using different methods
Assortment of activities including vocational English and day-to-day duologues
First hebdomad, I brought an activity to the schoolroom which includes matching activity. It was about computing machine ‘s outer parts and pupils were wanted to read the sentences and found which computing machine portion was adressed. Besides they learned a duologue which was about inquiring for waies.
The 2nd hebdomad, the pupils in category A brought their stuffs to show their plants related with computing machine. They seemed about proud of their success as they could show their plants orally. Besides, they composed a duologue which gives information about themselves.
Third hebdomad, I brought a duologue which includes computing machine footings in it and pupils studied on this duologue. After that, I wanted them to compose a duologue with the words that they learnt old hebdomads.
The 4th hebdomad, the pupils studied on a short vocational texts and occupation interviews. They studied in groups and they helped each other while doing their duologues, paragraphs.
Interview after Acting
At the 4th hebdomad, the interview was made once more with the pupils of category A in order to larn their thoughts and feelings toward the English lesson after they were faced with vocational and day-to-day usage of English. Most of the pupils were satisfied with that sort of lesson and they made the remark that English in this manner would be more helpful for their future calling. Still, there were pupils who does n’t care about the lesson but most of the pupils were satisfied with the state of affairs.
The Comparison of the Two Classrooms
From the beginning of the semester both categories were about the same in footings of attitudes. My observations indicated that most of the pupils had negative attitudes toward English lessons. As pupils were deficiency of motive, different ways of methods were decided to be used. Therefore, it was decided to compare both categories to see the consequences of the survey.
Throughout the four hebdomads, computing machine related subjects were applied to computing machine category A and category B continued to take regular same English lessons. The pupils in category A were faced with different activities related with computing machine programming section every bit good as day-to-day duologues in English. However, category B continued lessons which were based largely on grammar acquisition activities. During this procedure, the pupils in category A started to fix their preps more on a regular basis. Besides, there were some pupils that were wholly quiet in the category A. After I gave the prep related with computing machine, they brought their surveies to the schoolroom and asked me inquiries about them. In add-on, they try to explicate their preps to the category like their other friends. However, I was unsuccessful to trip my three pupils to alter their negative attitudes toward my lessons. They came and slept throughtout the lesson. By and large speaking, my observations indicated that most of the pupils began to be more motivated and take part in the lesson. On the other manus, in category B the state of affairs was the same. The pupils went on to be soundless and they did the grammar activities unwillingly.
After the two categories took their scrutinies, I compared their scrutiny consequences. Class A which took the vocational English has 61,85 norm as their test consequences indicate while category B has 57,45. This consequence may be the mark of the success of using vocational English and daily duologues to category A. But we can non be cartain merely by looking this exam consequences. However, my observation was that most of the pupils in category Angstrom were more eager to larn and analyze English after I applied day-to-day duologues and vocational English.
The intent of this survey was to happen replies to these inquiries: Why do the pupils in computing machine scheduling section have negative attitude toward English lesson? What are the grounds behind low degree of motive? What are their demands and penchants? The current observations and the scrutiny consequences of the both schoolroom indicate that the instructor should take into history his/her pupils ‘ demands and penchants. Harmonizing to obtained informations, most of the pupils prefer vocational English instead than grammar. Since, most of the pupils have been fed up with larning garammar from primary schools, instructors can non disregard thier demands and demands.
Although, these findings can non be generalized to all vocational high school pupils as every pupils has different larning environments, this survey gives manner to the new surveies on this subject. In order to acquire more productive consequences, the instructor should collaborate with the pupils and make up one’s mind the most appropriate techniques that answer to pupils ‘ demands.