Anna-Maria Ramezanzadeh,
University of Oxford, UK
Motivation and engagement in language learning are two core mechanisms that facilitate the successful development of proficiency. However, little theoretically-based research has been conducted into either of these concepts in the field of Arabic as a Foreign Language. Given its di/multiglossic nature (Hary, 1996), Arabic presents an interesting case when it comes to both of these areas. Using a re-developed approach to the L2 Motivational Self-System (Dörnyei, 2005) this longitudinal, mixed-methods study outlines an approach to measuring learners’ motivational profiles, and the nature and intensity of their engagement with classroom tasks. This will determine: a) why students are/ aren’t motivated to study Arabic, and the internal mechanisms driving their motivation, b) what types of tasks learners’ are engaged in and why, c) the relationship between learners’ motivational profiles, and their levels of task-based engagement. Through the design and testing of Motivation and Engagement surveys and interviews, this study aims to offer a tool for teachers of Arabic to identify and understand the reasons for students’ desire to learn the language, in order to tailor their pedagogical approaches to match students’ aims and goals, and employ strategies to boost levels of motivation and engagement where necessary.
The above abstract is a part of the article which was accepted at The International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR), 2-3 February 2017, Iran-Ahwaz.
