Motivation for Learning English as a Second Language in Higher School: Comparative Analysis in Diachronic Aspect

Autor

  • Oleksandr Malykhin National University of Life and Environmental Sciences of Ukraine, Head of the Romance and Germanic Languages and Translation Department, Humanities and Pedagogy Faculty, Ukraine https://orcid.org/0000-0001-6042-6298
  • Nataliia Aristova National University of Life and Environmental Sciences of Ukraine, Head of the English Philology Department, Humanities and Pedagogy Faculty, Ukraine https://orcid.org/0000-0002-0943-8039

DOI:

https://doi.org/10.15584/eti.2019.2.24

Słowa kluczowe:

motivation, motivation for learning English as a second language, intrinsic motivation for learning English, extrinsic motivation for learning English, motives, students of higher educational institution, higher educational institution higher education

Abstrakt

The authors present the results of research carried out in 2017/2018 academic year and compare them with the results obtained in 1999/2000 academic year. The aim of the study was to find out the changes in students’ motivation for learning English as a second language in general and changes in hierarchy of motives which have a strong positive effect on learning English as a second language from diachronic point of view. The methods of mathematical statistics and computer data processing as well as discursive reflection for making conclusions were used in the research. 97 Law, Economics and Agro-ecology students of National University of Life and Environmental Sciences of Ukraine completed a questionnaire for collecting data and evaluating motives. The results of the research have shed light on motives and motivation of present-day Law, Economics and Agro- -ecology students who learn English as a second language at higher educational institution.

Opublikowane

2019-06-30

Jak cytować

Malykhin, O., & Aristova, N. (2019). Motivation for Learning English as a Second Language in Higher School: Comparative Analysis in Diachronic Aspect. Journal of Education, Technology and Computer Science, 28(2), 170–175. https://doi.org/10.15584/eti.2019.2.24

Numer

Dział

WYBRANE PROBLEMY LIFELONG LEARNING