Lightbown and Spada (2008) stated that second language learning is affected by several factors or learner characteristics. One of these factors is motivation. Peters (2010) declared that motivation is the most powerful factor on second language learning and added that language educators have a concrete and sensible notion that learning a language is most likely to occur when second language students “want to learn.” Gardner and Lambert (1959) proposed two orientations of motivation in second language learning: (1) “integrative motivation” or the motivation to learn a second language to integrate into the target language community; and (2) “instrumental motivation” or learning a second language for a more a practical purpose. Thus, the main goal of this study is to identify and investigate the second language learning motivation of the Grade 10 students at Imus National High School. The study wishes to investigate if the respondents are both significantly influenced by instrumental and integrative motivations to learn English as a second language and if there is a significant difference between the level of instrumental motivation and integrative motivation of the female respondents from the male respondents. By investigating of the respondents motivation, the study hopes to offer opportunities that will help in augmenting the second language classroom environment and in preparing operative language teaching approaches for optimum second language learning in the Philippine public education sector.
Brandon Parrenas, Imus National High School, Philippines
Stream: Psychology of the learner
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