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گواهی نمایه سازی مقاله The relationship between socioeconomic background of junior high school students and their motivation in EFL learning

عنوان مقاله: The relationship between socioeconomic background of junior high school students and their motivation in EFL learning
شناسه (COI) مقاله: TELT01_236
منتشر شده در اولین کنفرانس ملی آموزش زبان انگلیسی، ادبیات و مترجمی در سال ۱۳۹۲
مشخصات نویسندگان مقاله:

Mostafa akbarpour - M.A. in TEFL. IAU, science and research branch (Guilan)
Reza jelveh - M.A. in translational studies. Isfahan state university
Hassan alizadeh - M.A. in TEFL. IAU, science and research branch (Guilan)

خلاصه مقاله:
While the influence on EFL learning motivation of ‘micro’ level factors, such as, teaching methods employed, the size of a class, and etc., have been investigated a lot, there has been approximately little researches on the influence of ‘macro’ level factors on EFL learning motivation(Gayton, 2010). A ‘macro’ level factor that this study sought to investigate its association with EFL learning motivation was socioeconomic status (SES) and foreign language learning. Socioeconomic status (SES) is defined as one’s access to economic, social resources, the social positioning, privileges, and prestige that derive from these resources (Willms, 2003). Statistics shows that students from families of lower SES do not do as well in school as those from rich families (Frangoudaki, 1985). The concept of socio-economic position adopted in this paper is based on Bourdieu’s (1985) which comprise not only economic capital but also cultural and social capital.In the current study, by adapting Gardner’s (1985) Attitude and Motivation Test Battery (AMTB) and designing an ad hoc questionnaire based on Bourdieu’s tripartite conceptualization of capital cited and elaborated in Rifrieri’s study (2005), the researchers collected data on the motivation and socio-economic backgrounds of the study participants. The participants of this study were one hundred and four students. The students were only boys. The participants that the researchers decided to involve them in the study were grade two in junior high school of Malek Ashtar in Manjil city. The fundamental findings of the study gave some evidence in support for a predictive role of economic capital and parental academic education -that are two indicators of SES- on EFL learning motivation. The researchers understood that two fundamental predictors of motivation among EFL students were the volume of economic capital and academic education in the family. More concretely, the relatively more or less families’ income of the children according to the responses given to questionnaire used in study revealed variability in the type of reasons to study the language and motivation toward it. Families with high SES were able to pay home internet service but families with low-SES could not afford home internet service. The researchers found that children in high SES families that could use internet at home revealed more total motivation in EFL learning. Availability of home internet service in our study was regarded as a feature in high SES families. That was visible from the data that children in high SES families watched English cartoons and even English films more than children in low SES families. It was due to the fact that families in high SES could pay more money in order to provide such English improving materials compared with low SES families. And also, parents’ level of education found to be in a direct relationship with EFL learning motivation. The researchers understood that children whose parents had high academic education regarded English learning as a valuable asset that could be very beneficial in their future.

کلمات کلیدی:
socioeconomic status, motivation,’ macro’ level factor

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