Abstract
The study aims to investigate the effect of Linguistic Imperialism on the extrinsic Motivation of the first-generation ESL learners in a heterogeneous classroom at the tertiary level in Chennai, Tamil Nadu, India. The study defines Linguistic Imperialism in an ESL class room as the dominant forces which inhibits the acquisition of Listening, Speaking, Reading, Writing and its sub skills of a sociolinguistic ally disadvantaged learner. The experiment is conducted at Loyola College, Chennai, India. The research design includes the use of research questions and a pilot study through the distribution of questionnaires. The data is analyzed through T-test and paired sample test through the use of SPSS software. The findings reveal that forces like Deductive Teaching, Traditional methods of Testing, Attitude of the dominant peer-group and non-communicative syllabus act as Affective Filters for the process of SLA. The study also suggests methods to overcome the dominant forces and enhancement of the extrinsic motivation of the ESL learners by providing a learner centric atmosphere for the learning of the Listening, Speaking, Reading, Writing and its relative sub skills. The study would be beneficial for the facilitators and learners of ESL at the tertiary level with the presence of marginalized learners in the ESL classroom. The study also presents the limitations and scope for further research.
Author Information
D. Christina Sagaya Mary, Loyola College, India
Paper Information
Conference: KAMC2023
Stream: Language and Cultural Studies
This paper is part of the KAMC2023 Conference Proceedings (View)
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To cite this article:
Mary D. (2023) Linguistic Imperialism and the Extrinsic Motivation of the First Generation L2 Learners in a Heterogeneous ESL Classroom ISSN: 2436-0503 – The Kyoto Conference on Arts, Media & Culture 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2436-0503.2023.26
To link to this article: https://doi.org/10.22492/issn.2436-0503.2023.26
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