The Differences of Motivation for Learning English
between Filipinos and Japanese
Graduation Thesis
Presented to
the Faculty of the Department of
English Language and Literature
Notre Dame Seishin University
In Partial Fulfillment
of the Requirement for the Degree
Bachelor of Arts
by
Keiko Hirai
2009
1
Chapter One: Motivation in language learning
1.1 Introduction
1
1.2 The definition of motivation
3
1.2.1 Introduction
3
1.2.2 The definition form the research of Gardner
4
1.3 Types of motivation
5
1.4 Background of system of English learning
10
1.5 Educational condition of The Philippines
13
1.5.1 Educational system
13
1.5.2 Language of the Philippines
16
1.5.3 Problems of educational system in The Philippines
17
1.6 English levels of Filipinos and Japanese seen form TOEFL score
19
1.7 Discussion of motivation problem of Japanese learners
20
1.8 Focus of the thesis
21
1.9 Summary
22
Chapter Two: The Study
2.1 Introduction
24
2.2 The questionnaire
25
2.2.1 Introduction to the questionnaire
25
2.2.2 Method
26
a) Subjects
b) The questionnaire
c) Procedure
2.3 Results
28
2.4 Summary
37
2
Chapter Three: Discussion
3.1 Introduction
38
3.2 Summary of the questionnaire results
38
3.3 Discussion of the results
39
3.3.1 The reason why the subjects study English
39
3.3.1.1 Intrinsic motivational factors
39
3.3.1.2. Extrinsic motivational factors
39
3.3.2 Comparison the data of Filipinos with Japanese
40
3.3.2.1 Intrinsic motivational factors
41
3.3.2.2 Extrinsic motivational factors
42
3.4. Implications
44
3.5. Limitations of the Experiments
45
3.6 Further research
46
3.7 Conclusion
48
Appendices
52
References
57
3
Abstract
As Japan is becoming borderless, English is one of the most important
subjects in the school curriculum. There are a lot of English learners in Japan but they
have various kinds of aims for learning English. Some people have strong passion for
English learning, however, some don’t have. Motivation is so complicated because it
depends on the individual background, for example, life style, social background, and
particular aims. For this reason, it is very important to think about these differences
when we talk about motivation.
So, I talked about motivation from the comparison Filipinos and Japanese
English learners. Japanese have been studying English as a foreign language, however,
in some countries, such as Filipinos, their position of English is a common language.
There are huge differences of motivation for learning English between them in terms of
culture, background of country, life style, situation and position of English. By finding
out about how motivation affects language acquisition, teacher will be able to give
learners good motivation for learning English. Moreover, learners can find out how
they motivate themselves too.
In this thesis, my aim is to examine the features of motivation for learning
4
English of each country, Japan and The Philippines, and find out what kinds of things
affect their formation of motivation.
I got my questionnaire results from 40 Filipino people who live in Iloilo city
and 142 Japanese people who live in Okayama city. I asked them how often they use
English in their daily life, and the reason why they are / were studying English.
From the questionnaire data, I found the factors, which make English learners
motivated. The data gives us some factors, which affected the subjects’ motivation, it
also showed the different shapes of motivation between Japanese and Filipinos, and
how their each characteristic related their feeling for learning English. Besides, I found
out which types of motivation would be better for the language acquisition.
Chapter One: Motivation in language learning
1.1 Introduction
5
As Japan becomes an international society, we have a lot of contact with other
countries. In fact, there are over 127 million people who live in Japan now and the
number of immigrants to Japan has been increasing more and more recently. Moreover,
many people travel to different countries to have holidays or work, and many students
are studying overseas for learning other culture, language and nationality. For these
reasons, we have several opportunities to experience communicating with people who
speak not only Japanese but also other languages. We can also have cross-cultural
experiences in our every life though the prevalence of media, such as Internet and TV
programs. These facts mean that we are required to have more communication skills in
recent years than before. Then, we are so conscious of the importance to be bi- or
multi-lingual because language is the key for interaction with various kinds of people.
In Japanese education, English takes a front seat for learners. It has been set as
a compulsory subject from junior high school, and it can’t be separated from the
entrance examination. Moreover, the Ministry of Education, Culture, Sports, Science
and Technology (monbukagakushou) determined that elementary schools introduce
English Activity as an obligatory subject for 5th and 6th grade from 2011. Students have
been forced to learn English, and Japanese society hurries them to be communicative
English users, yet they are sitting in the classroom as if they don’t have aim of learning
6
English. The majority of learners may feel that they study English just for passing tests
or entrance examination. At the same time, teachers’ aim is not to foster their practical
English skill but the skill of passing examinations, such as entrance exam, TOEIC or
STEP test.
We can’t say the good language skills at one time, however. As we have
personality, our motivation for learning English is different because our purpose, needs
and aim are totally different from learner to learner. From those situations in Japan, it is
significant for Japanese learners how to contribute their motivation for learning
English in their school days.
Needless to say, if students have strong motivation to learn, their condition for
learning English are much better than people who don’t have enough motivation for it.
Even if learners are in the same classroom, as their levels of learning are completely
different, their motivation for learning is also different from each other. Therefore, we
really need to concern about motivation in terms of how learners are provided and
develop their own motivation.
Although, due to the complex nature of language itself, it is at the same time a
communication code and important channel of social organization, it’s very difficult to
define clearly what motivation is for language acquisition.
7
1.2 The definition of motivation
1.2.1 Introduction
Motivation in education can have several effects on how students learn and their
behavior towards subject matter1. It can:
1. Direct behavior toward particular goals
2.
3.
4.
5.
6.
Lead to increased effort and energy
Increase initiation of, and persistence in, activities
Enhance cognitive processing
Determine what consequences are reinforcing
Lead to improved performance.
In another words, motivation is one of the two key learner characteristics that
decide the rate and success of foreign language learning. Motivation provides primary
stimulation to embark upon learning, and later the driving forces to support the long
and often tiresome learning process. People use the term “motivation” in various
situations, however.
There are quite a few different kinds of factors that have been reported by
many researchers, so in the field of motivation there are many complicated theories,
and they suggest that it is really difficult to be studied. For these reasons, we will look
at the social psychological approach to the second language motivation by Gardner to
8
find one clear definition.
1.2.2 The definition form the research of Gardner
The systematic study of the second language motivation goes to back to the
late 1950s when two social psychologists in Canada, Robert Gardner and Wallace
Lambert, launched a series of studies how language learners’ attitude towards their
second languages speaking communities affected their desire to learn the second
language.
According to the Gardner, motivation includes three components: motivation
intensity, the desire to learn the language, and attitudes toward learning the language.
Thus, in his view, motivation refers to a kind of central mental ‘engine’ 2 of
energy-center that comprehends effort, want/ will (cognition) and task-enjoyment
(affect).
1.3 Types of motivation
There are some different ‘triggers’ from different causes or reasons when we
feel motivated to do something. In this section, we’ll have a look at some groups of
9
motivation.
Secondly, we can categorize motivation into two groups in general; intrinsic
motivation and extrinsic motivation. The intrinsic/extrinsic paradigm has long tradition
of being applied in classroom research, and they can be drawn on in examining
instructed the second language learning.
Intrinsic Motivation
Intrinsic motivation mainly comes from the element ‘interest’, so people feel
motivated from their mind such as learner’s desire for achievement. Therefore,
intrinsic motivation will help them not only to set their own aim or goal, but to keep
having desire to achieve the goal. When learners set a certain goal to be achieved, for
example, to become a flight attendant, an international businessman in the future or
Japanese teacher in another country, they are intrinsically motivated to learning
English and continue studying with interest until they achieve their aims.
Integrative motivation is similar to intrinsic motivation. It includes an interest
in learning the second language in order to come closer to the other language
community. According to Gardner’s conceptualization, the integrative motivation is a
composite construct made up of three components; 1. subsuming integrative
10
orientation, 2. interest in foreign languages, and 3. attitudes toward the learning
situation and ‘motivation’3, that is to say, effort, desire, and attitude toward learning.
Figure 1 shows the ‘Basic model of the role of attitude and motivation in
second language learning’4
Figure 1: Basic model of the role of attitude and motivation in second language learning
Other
support
Other
factors
Integrativeness
Motivation
Language
Attitudes toward the
achivement
learning situation
Integrative motivation
Language
aptitude
People who have this motivation, for instance, when they travel abroad, they may
obtain an interest of the country such as culture and nationality, and English which is
spoken there, and then, they get motivation to study English. In this case, people who
are interested in English, study it because they like English and have respect for other
11
cultural groups. For this reason, they desire to study English, not for the external
rewards but for their aims.
Extrinsic Motivation
On the other hand, extrinsic motivation is driven by external factors such as
parental pressure, social expectation, academic requirements, or other causes rewards
and punishment. This is same as instrumental motivation in that source of motivation is
not from their interests but from some functional reasons which comes from outside of
their heart. For example, some learners study English just for passing the entrance
exams because they feel strong pressure form their parents, getting a good job or
getting some rewards or prizes. In this way, this motivation doesn’t link learners’
interests, so we don’t know that learners study English whether they really want to do
or not. It means the main reasons for learning English are external factors; therefore,
learners’ motivation will last until the external causes are around them. In other word,
if they reach the goal, they lost their motivation soon.
Figure 1 shows the framework of the second language motivation by Williams
and Burden’s (1997). We need to remember that motivation is delicate, and it’s affected
so easily. No matter how the learners have strong eagerness for studying, their
12
affection filter will get down due to the external factors, for example, the learning
environment, health condition, fear of mistakes. Table 15 shows the empirical evidence
for several meaningful links between the relationship between students’ intrinsic and
extrinsic motivation for learn their second languages.
Table 1: The framework of the second language motivation
INTERNAL FACTORS
Intrinsic factors of activity
●Arousal of curiosity
●Optional degree of challenge
EXTERNAL FACTORS
Significant others
●Parents
●Teachers
●Peers
Perceived value of activity
●Personal relevance
●Anticipated value of outcomes
●Intrinsic value attributed to the activity
Sense of agency
●Locus of causality
●Locus of control RE process ad outcomes
●Ability to set appropriate goals
The nature of interaction with significant others
●Mediated learning experience
●The nature and amount of feedback
●Rewards
●The nature and amount of appropriate praise
●Punishments, sanctions
Mastery
The learning environment
●Feelings of competence
●Awareness of developing skills and mastery
●In a chosen area
●Self-efficacy
●Comfort
●Resources
●Time of day, week, year
●Size of class and school
●Class and school ethos
Self-concept
●Realistic awareness of personal strength
13
and weaknesses in skills required
The broader context
●Personal definitions and judgments of ●Wider family networks
success and failure
●The local education system
●Self-worth concern
●Conflicting interests
●Learned helplessness
●Cultural norms
●Social expectations and attitudes
Attitude
●To language learning in general
●To the target language
●To the target language community and
culture
Other affective states
●Confidence
●Anxiety, fear
Developmental age and stage
Gender
Intrinsic motivation connects strongly with the learners’ feelings, personality
and attitudes. For effective teaching, teacher should know the learners’ cognitive side.
Also, teachers should be thoughtful and support learner’s learning condition will be
better, and the most important task of them is fostering learners’ intrinsic motivation.
1.4 Background of system of English learning
For better understanding the use of English in different countries, Braj
Kachru6 conceived the idea that there are three concentric circles of the language.
14
Figure 2: Three circles of English7
Inner
Outer
Expanding
The “inner circle” refers to the traditional areas of English where English is
spoken as a first language, such as the United Kingdom, the United States, Canada,
Australia, New Zealand, Ireland, Malta and South Africa. The total number of English
speakers in the inner circle is almost 380 million, of who some 120 million are outside
the United States.
Next one is the “outer circle” which represents the countries which have taken
English as an official language and is often the language of the government and
education and plays a part in the nation’s institutions. This circle includes India,
Singapore, Hong Kong, Kenya, Malawi Malaysia and the Philippines. The total
number of English speakers in this circle is estimated to range from 150 million to 300
million.
15
Finally, the “expanding circle” shows those countries that use their own
language as the main language but ask their citizens to learn English at school as a
foreign language, for example, Japan, Russia, Brazil, Korea, China, France and most of
Europe. The total in this circle is the most difficult to estimate, especially because
English may be used for specific, limited purpose like business English. In fact, there
are no perfect lines between these groups. Malaysia for example has a mixture of local
language and English.
From time to time, however, these three circles have been changed and a more
realistic diagram is like this.
Figure 3: The circles of proficiency
Low Proficiency
16
High proficiency
Inner
Of course, the inner circle hasn’t changed, but it can be seen that the outer and the
expanding circles are almost combined to one circle based on proficiency level. It
means that we can’t divide clearly people who are so called “English learner” into two
groups as outer and expanding. At the same time, near the inner circle, there are
various types of English learner who have different background. For example, native
Korean can be an efficient English user. On the contrary, even people who have been in
Singapore aren’t necessarily good at using English.
As the number of people who are learning English has increased, their English
levels are getting higher than before. Moreover, the world has become more borderless,
we really need the ability to command English as a communication tool, and even
people who are in outside of inner circle have efficient skill of using English like
people who are use it as a second language. That is why, we can’t judge English learner
from the nationality, but we should divide into some groups like ESL or EFL.
As I’ll mention later, the Philippines has complicated historical background,
17
so it is not necessarily true that the Philippines is an ESL country. However, we
mention that English positions are different form the Philippines and Japanese. In the
Philippine, English is studied as a second language, but Japanese study it as a foreign
language.
1.5 Educational condition of the Philippines
1. 5.1 Education system
The Philippines became independent of the USA in 1946. Following the
system of the USA, the Philippines’ educational system is organized into three parts;
elementary, secondary, and higher education. It has some features that 1) 6-4-4
educational system, 2) free educational system in elementary, 3) establishment of
teacher’s college and 4) education in English. Elementary school has been set as a
compulsory education, yet over secondary is not. Moreover, students in The
Philippines can take free education until secondary stage. Student can be promoted
when they finish their course.
Table 2: Elementary8
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Subject:
Time in a day (minutes)
The grade
1st
2nd
3rd
4th
5th
6th
English
100
100
100
80
80
80
Filipino
80
80
80
60
60
60
Math
80
80
80
60
60
60
Science
0
0
40
60
60
60
Makabayan
(national education)
0
0
0
100
120
120
Civics/culture
60
60
60
0
0
0
Social study
0
0
0
(40)
(40)
(40)
Home economics
0
0
0
(40)
(40)
(40)
Music/art/PE
0
0
0
(20)
(40)
(40)
TOTAL
320
320
360
360
380
380
Elementary school students spend most of the time for English class form their first
grade. Almost all the subjects are instructed in English, also the texts are written in
English. In English class, the aims are fostering the students’ communicative skills,
such as listening, reading, speaking and writing. Moreover, the curriculum focuses on
instructing them the practical English usage. In Makabayan classes, students are taught
19
patriotism, and the purpose of these classes is achievement of full potential of students.
Makabayan is set as compulsory subject in both elementary and secondary schools.
Table 3: Secondary9
Time a week
Subject:
(minutes)
Filipino
300
English
300
Math
300
Science
300
Makabayan (National Education)
780
Social study
240
Home economics/Professional Education
240
Music/Art/Health and Physical Education
240
The class for formation of the character
60
In the English class, the curriculum focuses on the practical speaking skill from a
20
global point pf view. On the basis of education in elementary school, they learn politics,
economy and history of the Philippines.
1.5.2 Language of the Philippines
In the Philippines, there are many varieties of English, and English is taught in
schools as one of the official languages. The other is Filipino, the standardized dialect
of Tagalog. In the Philippines, there are over 7,000 islands and each of them has its
own dialect such as Ironggo, Hiligaynon, Karaya and Cebuno. Philippine English has a
mixture of Spanish accent with a Tagalog tone, and is similar to the version of English
spoken by Hispanics in the USA.10 This is due to the significant traces of Spanish in
native Philippine languages and historical factors that English was first introduced in
the Philippines to a Spanish-speaking educated population. English is used in
education, religious affairs, print and broadcast media, and business. English is also
used for their entertainment, such as movies and TV programs in their daily lives. They
are broadcasted without Filipino subtitles because almost all the Filipinos are expected
to understand them directly. For highly technical subjects such as nursing, medicine,
computing and calculus, English is the preferred medium for textbooks and the
communication tools. In the public school such as elementary and secondly, students
21
learn these subject like Filipino, social study, health education and music in Filipino,
but others are in English.
1.5.3 Problems of the educational system in The Philippines
It is said The Philippines has three educational problems; shortage of
textbooks, teachers and classrooms. The population of the Philippines is about
fifty-eight million and six thousand students that is more 3.29% than last year. On the
other hand, the number of teachers is short by about forty-for thousand because
government doesn’t have budget for employment. Besides, there aren’t enough
classrooms for learners, so schools have more than 56 students in one class, and they
sometimes learn under the open sky. Also, the government doesn’t supply enough
textbooks so eight students share one textbook.
According to this report, it is also significant that teacher quality has been
declining. Because of a low salary, people don’t want to be a teacher and teachers’
motivation is very low. It has lead to the decline in the achievement of Filipino
students.
Moreover, The Philippines has more problems; the rise in the number of
dropout students. The reason why a lot of students become to be dropouts is
22
economical matter. Government provides free education with nation from elementary
to secondary, but free of traffic, uniform, and teaching materials are charged. Therefore,
once students can go to school, it doesn’t mean they can graduate.
These days however, the government has formed some projects to resolve
those problems. For example, “Non formal education” is one of the relief policies for
poor people who can’t go to school by giving them a free seminar. In the seminar,
people can learn basic knowledge like how to read, write, and do arithmetic.
Furthermore, it proposes “Bridge Program” that is the policy for higher the quality of
national education. At the stage of second and higher education, government sets a
year program for students for getting academic skill, according to students’ levels.
In conclusion, these problems that the Philippines have are based on the
sluggish of economy. It has free educational system, but it doesn’t mean “free” for
poor people, and it isn’t like those of Japan’s.
1.6. English levels of Filipinos and Japanese seen from TOEFL11 score
Table 4: Paper-Based test (PBT) TOEFL Section and Total Scores
Listening
Structure and Written
Reading
Total
Comprehension
expression
23
Comprehension
Filipinos
59
59
56
580
Japanese
52
52
53
526
Max
68
68
67
677
Table 5: Internet-Based test (iBT) TOEFL Section and Total Score
Reading Listening Speaking Writing Total
Filipinos
21
22
22
22
88
Japanese
16
16
15
18
65
Max
30
30
30
30
120
We can see the English level of Filipinos and Japanese from the data of
TOEFL test score. I researched about two kinds of score, Paper-Based test (PBT) and
Internet-Based test (iBT). These tables show that Filipinos’ score is higher than
Japanese in both tests.
1.7 Discussion of motivation the problem of Japanese learners
In Japan, motivation is a great problem of English education. Due to the
intricate nature of motivation itself, it is “great” because it is the most difficult single
problem classroom teacher face. While motivation is rarely a problem for ESL students
24
studying in English speaking countries, it is a major issue for EFL students who are
studying in their home countries. In English-speaking countries, students are able to
have frequent interaction with native speakers, and they are having a desire to adjust to
the local community gives a reason for building language competence, but such stimuli
do not exist in Japan. Since the advantages of mastering English are uncertain, unless
they go abroad or seek certain professional employment opportunity, motivation for
learning English is apt to be careless.
In Japan, in particular, college students who are majoring in English are
generally considered unmotivated, so classroom teachers are constantly in need of
ways to motivate their students.
Another problem is that motivation remains “unspoken” because we have not
been told clearly what motivation is. Studies based on the concept of integrative,
instrumental, intrinsic and extrinsic motivation not only failed to provide us with new
insights, they also cast doubt on the validity of these concept. Therefore, for the last
twenty years, motivation has been so much abandoned as an ESL research. New
approaches psychology has lead to new models of motivation. This study will help to
examine both traditional and current theories and suggest some key for teaching.
25
1.8 Focus of the thesis
As I mentioned above, now, we know what motivation is and what kinds of
motivation are there. Moreover, we found out that the change of the second language
learners’ surroundings, and educational system of the Philippines. Furthermore, we
have looked at the discussion of motivation for Japanese learners, and the English
levels of Filipino and Japanese from the data of TOEFL score.
There are many different kinds of motivations which affect learners in
different ways which were shown in this chapter. Also, the position of English and
educational system in the Philippines are different form Japan’s. I would like to find
out what kinds of different motivation types can be shown between two types of
learners, who are studying English in the Philippine and Japan. Moreover, what kinds
of factors connect with their ways of having intrinsic or extrinsic motivation?
Therefore, I gave the questionnaires to Filipino and Japanese subjects to find
our why they feel motivation for English learning, and what the differences of
motivation can be seen between them. Also, I asked their English levels and the
frequency of using English in subjects’ daily lives. We will look at the questionnaire in
detail in Chapters Two and Three. Based on what I mentioned so far, I designed my
experiment to look for answers to these research questions.
26
1. What are the differences of their use of English in their daily lives, and
how those difference factors trigger the differences of motivation for
studying English between Filipino and Japanese subjects?
2.
How are the English level of Filipinos and Japanese?
3. Which types of motivation, intrinsic or extrinsic, dominate their
motivation?
1.9 Summary
Because the motivation is a kind of mental engine for achieving learning
English, having motivation is so important for learners to keep studying. Learners’
motivation is different from each other according to the difference of their goals. These
differences may be caused by the difference of their life styles, and use of English is
strongly connected their ways of having motivation, intrinsically of extrinsically.
In Chapter Two, we will look at the experiment that I asked about motivation
for English studying among Filipino and Japanese subjects. Therefore, in Chapter
Three, we will discuss the result of this experiment which will show answers about my
research questions.
27
1
Ormrod, 2003
Gardner, 1985
3
Gardner, 1985
4 Gardner, 2000
5 Williams, M. and Burden, R. 1997. Psychology for language teachers
6 Braj Kachru. 1986.
The Alchemy of English., 2006.
The Handbook of World Englishes
7 Braj Kachru. 1986. The Alchemy of English., 2006.
The Handbook of World Englishes.
8 THE 2002 BASIC EDUCATION CURRICURAM
9 THE 2002 BASIC EDUCATION CURRICURAM
10 Philippine English. Wikipedia, the free encyclopedia
11 Test and Score Data Summary for TOEFL Internet-based and
Paper-based Tests
2
28
Chapter Two: The Study
2.1 Introduction
As I mentioned in Chapter One, the purpose of my thesis is to find out the
factors which the differences of motivation between Filipino and Japanese. In Chapter
One, we looked at the various types of motivation. Moreover, we talked about the
educational system of Japan and the Philippines. It’s evident that motivation itself is
very complicated, and learners feeling, situation, background and social aspects can
affect it. It is so helpful to see the differences of two types of people who have different
backgrounds; Japan or the Philippines. In other words, if we know why and how they
have motivation for learning English, it can be useful for not only for improving their
studying but also teaching.
In this chapter, we’ll look at the result of the questionnaire to find out how
people in Japan and Philippine use English in their daily life, and can have their good
motivation for learning English. By looking these data, I hope to find out how the
social situational differences affect their motivation for studying English. Besides, I
would like to focus on two different kinds of motivation; intrinsic and extrinsic, to find
29
out how they are affecting Japanese and Filipino learners and which is better to be used
in the language learning by comparing Japanese and Filipinos, who have diverse
background and life style.
2.2 The questionnaire
2.2.1 Introduction to the questionnaire
The aims for this experiment are to find out the factors that lead to the
difference of motivation between Japanese and Filipinos. This questionnaire has three
main parts; the first is to research how they feel about their English skills, the second
one is how often they use English in their daily life, and the last part is why they learn
English. From these data, I would like to show the relationship between use of English
and motivation for learning English, and categorized their reasons why learning
English into two types of motivation, intrinsic and extrinsic.
I designed two types of questionnaire one each for the Japanese and Filipinos
to get information from those who have different background and life style. I would
like to analyze in each country in terms of the age, and then, to compare these two.
If there are any differences between these learners by comparing nationality
and age, I believe that the information from this questionnaire will help me to study
30
how people able to have good motivation for English learning.
2.2.2 Method
A) Subjects
40 Filipinos and 142 Japanese people took part in the study. I arranged four parts
according to the age; 1) 16-18, 2) 19-22, 3) 23-30, 4) 30-50. Table 6 shows the
detail of the number each table.
Table 6: The age of the subjects by country
1) 16-18 2) 19-22 3) 23-30 4) 30-50
Filipinos
14
11
5
10
Japanese
42
40
30
30
a) Filipino Subjects
They live in Iloilo city in the Philippines and have different occupations, such
as high school students, university students, or worker. They also have different
dialects and levels of English skill.
b) Japanese Subjects
They are in Okayama, Japan and they also have different occupations. Their
first language is Japanese. Just like the Filipinos, they also have different levels of
31
English skill.
B) Test design- the questionnaire
To compare the differences of motivation between the Filipino and Japanese
subjects, I made two types of the questionnaire, English and Japanese, but the contents
are the same. The questionnaire contains seven sections, and in the questions one to
three, the questioners were required to answer about their age, occupation, and their
first languages. Sections four to six were about the level of their English skills and
frequency of using English in their daily lives. In the final section, I asked them the
reason why they study/studied English. The questionnaire of English version is in
Appendix A, and the Japanese version is Appendix B.
C) Procedure
First, I listed up the reasons which I can think of why English learners are studying
it. Moreover, I added a section that showed their English levels. Furthermore, I thought
that frequency of use of English should be different from the Japanese and Filipino
subjects, so I put some questions for asking how often they use English in their daily
lives. I divided both the Filipino and Japanese subjects into four age groups (1) 16~18,
2) 19~22, 3) 23~29, 4) 30~50) according to their occupations (high school student,
university student and others) because I expected that there were some differences
32
which are come form the differences of age of generations. I made the questions
according to the list, and I focused on two different types of motivation, intrinsic and
extrinsic. Secondly, I contacted with my friends who are in the Philippines and asked
them to translate the English of my questionnaire into Tagalog. Thanks for their
cooperation, I could get answers form four each group of age. For Japanese, I asked
my former high school teacher, NDSU students, my older friends and neighbor to fill
out my questionnaire.
2.2.3 Results
The following tables show the difference answers of Filipino and Japanese
subjects in each question. Especially, Table 11 and 13 will be discussed in Chapter
Three.
Table 7: How old are you?
1) 16~18
2) 19~22
3) 23~29
3) 30-50
Filipinos
35%
28%
13%
25%
Japanese
30%
28%
21%
21%
There is some dispersion in each group of Filipino subjects, but each Japanese
group has almost same number of the subjects. Group 1) contains high school students,
33
and 2) is university students or technical college students.
Table 8: What is your occupation?
High school
English
Student
student
Others
Education
Filipinos
33%
33%
3%
33%
Japanese
30%
27%
3%
40%
In each group, there are high school students, students such as university or
technical college, or people who engage in English education such as English teacher.
Both Filipino and Japanese subjects has almost same rate of number. I couldn’t find the
subjects who engage English education very much. Others contain the occupation such
as office worker, public officer, housewife, and fisher.
Table 9: What is your first language?
Filipinos
Filipino/Tagalog
Ironggo
Hiligaynon
Karaya
Cebuno
English
45%
5%
40%
5%
3%
3%
As Table 9 shows, Filipinos have their own dialect according to their
birthplaces, so the subjects have different languages even in the same country. 45% of
them answered their mother tongue is Filipino or Tagalog, but the others answered
another language. On the contrary, the first language of all Japanese subjects is
34
Japanese.
Table 10: What is your English level?
Low
Beginner
Upper
Intermediate
intermediate
Advanced
intermediate
Filipinos
0%
8%
36%
38%
18%
Japanese
29%
41%
25%
4%
0%
The data of the subject’s English levels are shown in Table 10. According to
this table, over 70% of Filipinos answered that they are at the Intermediate or Upper
Intermediate level. Furthermore, 18% of them think they are in Advanced level, and no
one answered that they are beginner. We can see that most of the Filipinos feel they are
contented with their English ability. On the other hand, 41% of Japanese subjects
answered their English levels are in Low Intermediate, and 29% of them are in
Beginner. This data implies that Japanese learner don’t have confidence about their
English skill even they studied it in junior high or high school too.
The data in Table 10 shows that Filipinos and Japanese have completely
different needs of English in their daily lives. At first, we can divide these questions
into two skills, Receptive and Productive. Six questions, b), c) d), f), g) and h) are
categorized receptive skills, and the other, a), e) and h) include productive ones.
35
Table 11: How often do you use English in your daily life?
Rarely
Sometimes
Often
Always
Not at all
Rarely
Sometimes
Often
Always
Japanese
Not at all
Filipino
5%
10%
10%
38%
38%
42%
30%
16%
11%
1%
0%
8%
15%
48%
30%
32%
28%
20%
13%
6%
0%
0%
10%
43%
48%
19%
28%
25%
23%
6%
0%
3%
13%
33%
53%
26%
34%
21%
13%
6%
5%
13%
33%
30%
20%
51%
30%
15%
4%
1%
5%
13%
23%
33%
28%
44%
13%
20%
19%
5%
20%
25%
33%
10%
13%
41%
14%
19%
18%
8%
18%
20%
23%
10%
30%
43%
8%
20%
18%
11%
a) Writing
something in
English
b) Watching
English shows on
TV (or movies)
c) Listening to
English (e.g. radio
or music)
d) Reading
something in
English
e) Talking with
someone in English
f) Studying English
grammar or
vocabulary
g) Translating other
foreign
languages
to English
h)
tests
Preparing
for
Question b) and c) show their needs for the listening skill. 48% and 30% of
Filipinos are watching English programs on TV, and 43% and 48% are listening to
something in English often or always because they watch movies and TV program in
36
English without subtitles. These data show that almost 80% of Filipino subjects require
listening skill in their daily lives. However, the Japanese data suggests that 32% of
them aren’t watching English TV program at all, and 28% are rarely listening to
English. These results tell that almost all the Filipinos are enjoying the entertainment in
English. People in Iloilo city watch Western movies in English without subtitles. In
Japan, however, most of the TV or radio programs are in Japanese so we don’t have
enough chances to listen English in our everyday lives.
In Reading skill, question d), 56% of Filipinos subjects answered that they
always read something in English. In Japanese, on the contrary, 26% of them don’t
read English material at all, and just 34% of them do rarely.
From the data of questions f), g) and h), we can find out subjects’ needs of
studying English grammar or vocabulary. In question f), over 60% of Filipinos subjects
often or always study for enhancement of grammar and vocabulary skill, however, the
same percentage of Japanese rarely or don’t study them. According to question g),
around 60% of Filipinos said that they rarely or sometimes translate their mother
tongue into English, but 41% of Japanese answered that they don’t do that at all.
In the question for asking their productive skills, there are huge gap between
Filipinos subject and Japanese. The question a) said, for example, around 75% of
37
Filipinos write something in English often or always. However, the same proportion of
Japanese said that they do it rarely or not at all. The speaking skill is shown in question
e), and over half of the Filipinos answered that they often talk with someone in English.
On the other hand, 51% of Japanese don’t do that at all.
According to the data, Filipino subjects often or almost always require English
ability in their daily lives, especially receptive English skills; Listening and Reading.
Japanese subject don’t have chance to use English very much, however. In comparison
with the four skills, the Japanese use listening skill more.
Table 12: Total data of Table 11
Listening
Reading
Speaking
Writing
Grammar
Translation
For the test
Filipinos
Japanese
84.5%
86.0%
50.0%
76.0%
61.0%
23.0%
40.0%
24.0%
19.0%
5.0%
12.0%
24.0%
26.0%
29.0%
38
Table 13: The subjects choose the reason why they learn English.
Filipino
Japanese
Always Never or
Never or
I’m studying English because…
Almost
Usually
always
not true
never true
of me
Somewhat
true of me
Usually
true of
me
of me
a) I need to use it in the daily life
or
Almost
almost
always
always
never
true of
true of
me
me
Always
Usually
not true
of me
Somewhat
true of me
Usually
true of
me
or
almost
always
true of
me
0%
3%
8%
38%
53%
41%
31%
20%
6%
1%
8%
10%
28%
13%
43%
23%
13%
17%
22%
25%
c) my parents made me study
13%
33%
41%
8%
5%
67%
17%
9%
6%
1%
d) I have /had tests at school
10%
3%
15%
30%
43%
27%
13%
22%
19%
20%
5%
8%
25%
23%
40%
27%
13%
14%
30%
16%
f) I want/wanted to pass the entrance exams
10%
3%
15%
30%
43%
28%
9%
18%
22%
23%
g) I want/wanted to please my teacher
20%
25%
28%
15%
13%
62%
21%
12%
4%
1%
h) I want to be praised for my skills
18%
15%
35%
20%
13%
41%
26%
14%
14%
5%
i)
It is/was very useful for getting a job
0%
5%
13%
28%
55%
23%
18%
20%
24%
16%
j)
many other people are/were studying it
8%
10%
30%
33%
20%
33%
18%
25%
19%
5%
k) English is a common language
5%
5%
3%
48%
40%
15%
20%
30%
21%
14%
l)
0%
5%
8%
28%
60%
12%
15%
26%
23%
23%
b) my school sets/set it as a compulsory
subject
e) I want/wanted to get a good score on the
test
I need it for my future
39
m) I want to go abroad
8%
18%
5%
31%
38%
24%
21%
22%
15%
18%
n) I want to be a good English speaker
5%
13%
10%
13%
60%
36%
21%
15%
15%
13%
o) my English is not good enough
15%
30%
38%
8%
10%
21%
21%
32%
16%
11%
p) I need it for my pleasure / hobby
13%
15%
38%
15%
20%
25%
27%
20%
15%
12%
q) it will help me to widen my views
5%
5%
15%
38%
38%
24%
23%
20%
23%
11%
r) it is help me to more internationally minded
0%
10%
20%
28%
43%
25%
22%
20%
20%
13%
s) I can travel or study overseas
5%
10%
13%
40%
33%
23%
19%
18%
16%
23%
5%
10%
30%
23%
33%
20%
16%
27%
23%
13%
u) it’s cool
10%
3%
40%
15%
33%
20%
16%
27%
23%
13%
v) I like English
8%
8%
20%
25%
40%
29%
23%
18%
18%
11%
w) I want to make friends with foreigners
5%
15%
30%
33%
18%
32%
21%
22%
15%
9%
x) someone advised me it was good for me
28%
18%
23%
20%
13%
54%
25%
15%
4%
3%
t)
it is the way of showing my level of
education
40
There are 24 items that cause intrinsic, extrinsic or instrumental motivation. The data
from the each question are categorized into two groups, - the situations that motivate English
learners intrinsically and extrinsically. 12 items, e), g), m), n), o), p), q), r), s), u), v) and w)
contain intrinsic motivational situations, and the other 12 items, a), b), c), d), f), h), i), j), k), l), t)
and x), contain extrinsic motivational ones.
According to the Filipino data, over 90% of them agreed that they are/were studying
English because they need to use it in their daily life, they need it for their future and it is/was
very useful for getting job. It means that Filipinos consider they need English skill both in their
daily lives and their future lives. Japanese data shows that around 40% of them answered they
need English for their future and getting job, but just 7% of them agreed that they study it for use
of their daily lives. So Japanese feel English is useful for their future lives, but they don’t need it
now.
Moreover, over 50% of both Filipinos and Japanese subjects agreed that they study
English because their school set it as a compulsory subject. Besides, almost 70% of Filipinos
said they study English because of the school test or they want to pass the entrance exam,
however, those Japanese are around 40%.
41
Table 14: Total of the data of question 8
Intrinsic
8.3%
13.3%
23.5%
23.7%
32.2%
29.0%
20.7%
20.0%
17.5%
12.6%
Extrinsic
8.8%
10.0%
20.8%
26.6%
35.1%
32.0%
18.4%
20.3%
16.9%
12.4%
This table shows that the total data of questions 8 for asking subjects’ reasons why they
are/were studying English. In short, Filipino subjects are more highly motivated than the
Japanese.
There are some more differences between Filipinos and Japanese data, so these data will
be discussed in the Chapter Three in detail
2.3 Summary
We have looked at the results from the questionnaire of both Filipino and Japanese
subjects, which were divided into three sections. The first section was for finding out the
subject’s language levels. The second one was for research on the frequency of their English use
in their daily lives. The final section was to find out the reason why the subjects are studying
English. We will discuss the results in Chapter Three and clarify what the results mean. Then, we
will be able to answer the research questions in Chapter One.
42
of me
always true
almost
of me
Always or
Usually true
true of me
Somewhat
true of me
of me
Usually not
never true
always
of me
Almost
always true
almost
of me
Always or
Japanese
Usually true
true of me
Somewhat
true of me
of menot
Usually
never true
always
Almost
Filipino
Chapter Three: Discussion
3.1 Introduction
In Chapter One, we discussed motivation by looking the definitions and types.
Besides, we mentioned educational system of The Philippines, and motivation problems
of Japanese learners. In Chapter Two, we looked at the reasons why Filipinos and
Japanese language learners are studying foreign language from the aspect of intrinsic
and extrinsic motivation, which was shown in the questionnaire data. Now, I will go
into details of the data from the Chapter Two in this chapter.
3.2 Summary of the questionnaire results
Questionnaire data was collected form 40 Filipinos and 142 Japanese people
who were in one of the four groups; 1) 16-18, 2) 19-22, 3) 23-30, 4) 30-50. The
questionnaire was designed to find out the factors that affected the motivation of
Filipinos and Japanese. Moreover, I especially focused on which intrinsic or extrinsic
motivation dominant them, and how those differences of motivation for learning
English between Filipinos and Japanese affected their English skills.
43
3.3 Discussion of the results
3.3.1 The reason why subjects study English
3.3.1.1 Intrinsic motivational factors
According to the data of Table 13, we will discuss the data comparing Filipino
with Japanese. Firstly, we’ll look through data of both Filipinos and Japanese in terms
of intrinsic motivation. 23.7% or 32.2% of Filipino subjects chose usually true of me or
always or almost always true of me for the questions e), g), m), n), o), p), q), r), s), u),
v) and w) that include intrinsic motivational items. It means that 55.9% in total of
Filipino subjects feel they are learning English because of the reasons which come from
inside of them. On the other hand, 17.5% or 12.6%, of Japanese subjects disagreed that
those questions are usually true of me or always or almost always true of me. It means
that 30.1% of Japanese subjects are learning English because of their intrinsic
motivation. From these data, we can see that the ratio of Filipino subjects’ intrinsic
motivation for learning English is almost two times higher than Japanese one.
3.3.1.2. Extrinsic motivational factors
Secondly, from an extrinsic factors point of view, 26.6% or 35.1% of Filipino
subjects chose usually true of me or always or almost always true of me for the
44
questions a), b), c), d), f), h), i), j), k), l), t) and x) which contain extrinsic motivational
items. It means 61.7% in total of Filipino subjects thought they are/were studying
English because of the reasons which come from outside of them. Japanese subjects, on
the contrary, 16.9% or 12.4% of them chose they are usually true of me or always or
almost always true of me for those questions. It means that 29.3% of Japanese subjects
are / were studying English because of the extrinsic motivational factors. In the data of
extrinsic motivation, we can also see that Filipino subjects’ ratio is double that of the
Japanese one.
3.3.2 Comparison the data of Filipinos with Japanese
We have analyzed the data of each groups’ intrinsic and extrinsic motivation.
Now, we will discuss the data in terms of subjects’ countries, the Philippines and
Japanese. Firstly, for the Filipino subjects, there was not a big difference between those
who chose intrinsic (55.9%) and extrinsic (61.7%) motivation. Similarly, the Japanese
also don’t have any very big differences between intrinsic (30.1%) and extrinsic
(29.3%) motivational factors. We can see that both Filipino and Japanese subjects’
motivation for studying English are come from both intrinsic and extrinsic reasons at
the same late.
45
Now, we will look at the data in more detail by discussing how intrinsic or
extrinsic motivational factors affected both subjects’ reasons why they are studying
English. At the same time, we will discuss what factors cause the differences of
motivation for studying English between Filipino and Japanese subjects. In Table13,
there are 12 items which include intrinsic motivational factors.
3.3.2.1 Intrinsic motivational factors
Among 12 items, the highest percentages of the Filipino subjects’ numbers who
answered those items are usually true of me or always or almost always true of me
shown in the questions e), m), n), q), r), s), and v). Over 60% of the subjects answered
they are studying English because e); I want/wanted to get a good score on the test, m);
I want to go abroad, and v); I like English. Moreover, over 70% of them agreed that
they are studying English because n); I want to be a good English speaker, q); it will
help me to widen my views, r); it is help me to more internationally minded, and s); I can
travel or study overseas. On the other hand, the percentages of the Japanese subjects
who agreed with the questions e) or s) are under 50%, and m), n), q), r) and v) are just
around 30%. Especially, we can see big gap between them in the questions e), n), r), s),
and v), and from those data, we can find the fact that most Filipinos want to have
46
English skills for their test, pleasure and being internationally minded. Japanese subjects,
however, their reasons why studying English are not come from inside of them. It
suggests that Filipino have stronger intrinsic motivation for good English user than
Japanese one.
There are also similarities between them too. Most of them agreed with they
are / were studying English because e) they want / wanted to get good score on the test,
and s) I can travel or study overseas.
3.3.2.2 Extrinsic motivational factors
Among 12items, the questions a), d), f), i), and k) have higher rate of Filipino
subjects who answered they are usually true of me or always or almost always true of
me. Especially, over 90% of Filipino subjects agreed with question a); I need to use it in
the daily life. Also, the percentage of those who agreed with the question k); English is
a common language is 88%. As I mentioned in Table 13 in Chapter 2, 70% to 80% of
the Filipino subjects answered that they use English skills such as writing, listening, and
reading skills in their daily lives, and over 50% of them also need speaking skill.
Therefore, the strongest reason why they are / were studying is for their daily use. On
the other hand, only 7% of Japanese subjects agreed with the question a), and 35% of
them agreed with the question k). Moreover, we can find other differences between
47
Filipinos and Japanese from the data of questions d); I have /had tests at school and f); I
want/wanted to pass the entrance exams. In both questions, over 70% of the Filipino subjects
agreed that they are usually true of me or always or almost always true of me. The
Japanese subjects, who answered the same scale, are around 45% however. It means that
more Filipino subjects care about their test or entrance examination that their schools set
than Japanese. Furthermore, over 80% of Filipino subjects agreed with the questions i);
It is/was very useful for getting a job and l); I need it for my future, but those of
Japanese are only 40%. We can see that the Filipino subjects’ motivation is strongly
linked with their futures. Form the questions c); my parents made me study, around 40%
of Filipinos disagreed but over 80% of Japanese did. The pressure from others,
especially learners’ parents also connected strongly about their motivation.
In conclusion, we can see from these results that Filipinos have stronger
motivation than Japanese both intrinsic and extrinsic. The intrinsic motivational results
show more Filipino answering they want to get a good score in school tests or to pass
the entrance examinations. Also extrinsically almost all the Filipinos are studying
English because they need to use English in their daily lives and their futures for getting
a job too. This shows that Filipinos’ motivation for studying English is connected
closely with their use of English even in the future. Not only external matters, but also
48
they have strong intrinsic motivation, such as they like studying English or they want to
be a good English speaker. However, most of the Japanese subjects do not have stronger
motivation in both kinds of motivation. We can also find that Japanese motivation is
mainly comes from the reasons e); I want/wanted to get a good score on the test and s);
I can travel or study overseas. It shows that they have intrinsic motivation even it is not
strong, but it not connected their daily use or needs for their futures. On the other hand,
both the Filipino motivations, intrinsic and extrinsic, are connected to each other. This is
one of the reasons why Japanese do not have stronger motivation than Filipinos.
3.4 Implications
We have looked at the results of the questionnaire in Chapter Two and
discussed them in this chapter. By analyzing the data, we discovered the answer for
what kinds of factors are affecting each learner when they study English.
As I mentioned at the beginning of this thesis, motivation plays a significant
role in the process of earning a second language. It may be helpful for the second
language learners, even their teacher to find out what factors affect their motivation and
how can we develop learners’ motivation. However, motivation is influenced by a lot of
factors, especially, where they put the target language in their lives. In Japan, English is
49
a required compulsory subject in middle schools and high schools, so students need to
study without their choices. Of course Filipinos are also learning English as one of a
subject in their schools, but the position of English is totally different form Japan’s.
From the results of question five in my questionnaire, almost all the Filipino
are studying English as a practical communication tool more than language itself. It
means that their use of English in their daily lives affected strongly on their reason for
studying English. Furthermore, in both intrinsic and extrinsic motivational data,
Filipinos have stronger motivation than Japanese because Filipinos intrinsic and
extrinsic motivations are affected by each other.
3.5 Limitations of the Experiments
There are three limitations with this experiments we should be aware of. Firstly,
the number of the Filipino and Japanese subjects is not the same. Also, the number of
the subjects in each age group was not equal. It was more difficult to collect Filipino
data then Japanese ones, so I expected that the results would be change to reliable or
general if I have collected the questionnaire data more equally.
Secondly, the subjects who are belong in the age groups 3) 23~29 and 4) 30~50
have not variety of occupation. Especially in Japan, people who have an occupation
50
without use of English may not have certain motivation for learning English, so
occupation is one of the keys for them to have motivation. If I asked subjects who have
various kinds of occupation, we could have found out more ideal results about the
motivation of who have graduated or not educated.
Lastly, I set the questions four and five in my questionnaire for finding out the
subjects English levels, however, I couldn’t get the result from question five. In the
question five, I asked them to answered their TOEIC, TOEFL and STEP (only for
Japanese) score, however almost all the Filipino have not taken these tests, and I could
collect only a few data from Japanese subject who are in the age group 2) 19~22 and 3)
23~29. The TOEIC test is popular with university students or people who just have
graduated, but not with others such as high school students, and over 30 years old. For
this reason, I couldn’t collect and compare Filipino and Japanese English levels from
those test score.
3.6 Further research
There are few things which we can research for getting more reliable results
of my research questions. Firstly, I would like to research the data of both Filipinos and
Japanese in terms of the generations. I set four age groups so if I can collect the same
number of subjects in the each group, we can find the different results by comparing the
51
data of each age group in Filipino subjects with those of Japanese. We can also compare
those data by not only comparing two countries, but also in each country. I would like to
research whether Filipinos who are not educated or have an occupation that not related
with English have intrinsic or extrinsic motivation strongly or not.
Secondly, we can see motivation of high school and university students for
studying English by finding out what factors help them to have intrinsic or extrinsic
motivation. The questions, for example, when they feel motivated and what English
activities would motivate them should be conducted. Besides, we can also ask those
students what factors make them demotivated. The questions should be categorized into
some groups such as situations in school, relationships with others, and self-studying. I
expected that Filipino and Japanese subjects might have different answer to those
questions. We can learn from the data what teachers should do for giving them
motivation. These data will help teachers to improve their way of teaching and their
daily classes too.
Lastly, I would like to take questionnaire from other subjects who are learning
English as a foreign language. Korea, for instance, sets English as a foreign language
the same as Japan, but they have placed a special emphasis on the second language
acquisition. Especially for English, the percentage of Korean government expenditure
52
on education is highest in the world, and Korea has already started English education in
early stage, such as public elementary schools. Korean elementary schools’ students
have English classed form third grade. If can get the data from Korean subjects, it may
help us to discuss about the good way for having motivation of English learning by
finding out the differences of motivation among the countries, which have almost the
same situation, such as economical, educational, and position of target language;
English.
3.7 Conclusion
Motivation for learning English plays a significant role in the process of second
language acquisition, so we need to understand the relationships between motivation
and its effect on language learners for effective learning. Since learners have different
purpose for studying a language according their life styles and educational systems
which they are belong.
In this chapter, we looked at the result of the questionnaires. The research
questions were;
1. What are the differences of their use of English in their daily lives, and how
those difference factors trigger the differences of motivation for studying
53
English between Filipino and Japanese subjects?
2.
How are the English level of Filipinos and Japanese?
3. Which types of motivation, intrinsic or extrinsic, dominate their
motivation?
We discovered the differences of the frequency of their English use in their daily lives.
Filipino subjects use most of the English skills in their daily lives, but Japanese don’t
use them. As I said in this chapter, this fact really influences their formation of
motivation. Almost all the Filipino subjects feel that they need English not only in their
daily lives, but also their future such as getting job. Moreover, they don’t have any
opportunity to learn English very much after graduate schools. At the same time, they
don’t feel necessity or purpose of English learning.
I set the question for finding out their English levels, such as TOEIC or TOEFL
score, but I couldn’t collect those data. Therefore, I researched their English levels from
the official TOEFL score. We might found that Filipinos have higher score than
Japanese ones because their motivation is also higher than Japanese English learners.
In short, Filipino subjects are highly motivated both intrinsically and
extrinsically than Japanese ones. They are in totally difference position, so it is natural
to have different motivation for English learning. The significant difference is that the
54
position of English. The government of the Philippines sets English education as a
purpose of the vocational usage in their lives, and the learners feel the necessity of
English from their daily use of English. Also, they also thought they need it for their
futures’ lives. On the other hand, though Japanese government also sets English as one
of the most important subjects, Japanese learners don’t have the reason why they need
to study English. The Ministry of Education, Culture, Sports, Science and Technology
(monbukagakushou) says that the aim of learning English is fostering their positive
attitude for communication and international understanding through learning foreign
language. They also said Japanese learners need to have practical communication skills,
such as listening and speaking, in English. In Japan, however, it is so difficult to have an
opportunity to use English in their daily lives and feel that English connect their futures
life. For fostering not only their English skills and their motivation for learning English,
we need to concern how to give them the reasons and chances for using English out of
the English classroom. Besides, it is important for effective learning to design a
language classes. Teachers should identify the purposes and the needs of the students
and develop proper motivational strategies, for example giving them enough time to
think about their goals for learning English. While designing a language course teachers
must take into consideration that each learners’ interests and expectations are totally
55
different.
56
Appendices
Appendix A: The questionnaire - English version.
Questionnaire for Filipino learners of English
1. Age（Please check the one of the number.）
1) 16~18
2) 19~22
3) 23~29
4) 30~50
2. Occupation
1) High school student
2) Student
3) English Education
4) Others
3. What is your First Language?
1) Filipino
2) Ironggo
3) Hiligaynon
4) Karaya
5) Cebuno 6) English
4. What is your English level? （Please check the one of the number.）
Beginner
Low
intermediate
Intermediate
Upper
intermediate
Advanced
1
2
3
4
5
5. If you have taken these tests, please write down the score.
STEP TEST
TOEFL
TOEIC
6. How often do you use English in your daily life?（Please check the one of the number.）
Not at all
Rarely
Sometimes
Often
Always
1
2
3
4
5
a) Writing something in English
1------2------3------4------5
b) Watching English shows on TV (or movies)
1------2------3------4------5
57
c) Listening to something in English (e.g. radio or music)
1------2------3------4------5
d) Reading something in English
1------2------3------4------5
e) Talking with someone in English
1------2------3------4------5
f)
Studying English grammar or vocabulary
1------2------3------4------5
g) Translating other foreign languages to English
1------2------3------4------5
h) Preparing for tests
1------2------3------4------5
7. Why are you studying English?
Never or
Almost always
never true of me
Usually not
true of me
1
2
（Please check the one of the number.）
Somewhat true Usually true
of me
of me
3
4
Always or almost
always true of me
5
I’m studying English because …
a) I need to use it in the daily life
b) my school sets/set it as a compulsory subject
c) my parents made me study
1------2------3------4------5
1------2------3------4------5
1------2------3------4------5
d)
e)
f)
g)
h)
i)
j)
k)
l)
m)
I have /had tests at school
I want/wanted to get a good score on the test
I want/wanted to pass the entrance exams
I want/wanted to please my teacher
I want to be praised for my skills
It is/was very useful for getting a job
many other people are/were studying it
English is a common language
I need it for my future
I want to go abroad
1------2------3------4------5
1------2------3------4------5
1------2------3------4------5
1------2------3------4------5
1------2------3------4------5
1------2------3------4------5
1------2------3------4------5
1------2------3------4------5
1------2------3------4------5
1------2------3------4------5
n)
o)
p)
q)
r)
s)
t)
I want to be a good English speaker
my English is not good enough
I need it for my pleasure / hobby
it will help me to widen my views
it is help me to more internationally minded
I can travel or study overseas
it is the way of showing my level of education
1------2------3------4------5
1------2------3------4------5
1------2------3------4------5
1------2------3------4------5
1------2------3------4------5
1------2------3------4------5
1------2------3------4------5
58
u)
v)
w)
x)
it’s cool
I like English
I want to make friends with foreigners
someone advised me it was good for me
1------2------3------4------5
1------2------3------4------5
1------2------3------4------5
1------2------3------4------5
Thank you very much for your cooperation.
Notre Dame Seishin University, Okayama, Japan
Keiko Hirai
Apendix B: The questionnaire - Japanese version
《アンケートにご協力お願い致します》
１．年齢 (選んで番号に○をしてください)
1) 16~18
2)19~22
3)23~29
２．職業は何ですか？
1) 高校生
2) 大学生
4)30~50
3) 英語教育関係
4)その他
（差し支えなければご記入ください)
３．母語は何ですか？
1) 日本語
2)
英語
3) その他
４．英語能力のレベルはどのくらいですか？
(番号を１つ選んで○をしてください)
初心者
やや中級
中級者
やや上級
上級者
１
２
３
４
５
５．もし下記のテストの受験経験がありましたら、得点を記入ください。
英語能力検定
TOEFL
TOEIC
59
６．日常生活で、どのくらいの頻度で英語を使いますか？
○をしてください)
(番号を１つ選んで
全く使わない
ほぼ使わない
時々使う
よく使う
いつも使う
１
２
３
４
５
a)
英語で文章を書く。
1------2------3------4------5
b)
英語のテレビ番組（映画）を観る。
1------2------3------4------5
c)
英語を聞く。(例：ラジオ、歌)
1------2------3------4------5
d)
英語を読む。
1------2------3------4------5
e)
英語で会話をする。
1------2------3------4------5
f)
語彙や文法の勉強をする。
1------2------3------4------5
g)
英訳／和訳をする。
1------2------3------4------5
h)
テスト勉強をする。
1------2------3------4------5
７．なぜ英語を学習しているのですか？
(番号を１つ選んで○をしてください)
全く、または
ほとんど
当てはまらな
い
いつも
そうではない
いくらかは
そうである
たいてい
そうである
全く
その通りであ
る
１
２
３
４
５
私が英語を学習している理由は…
a) 日常生活で必要だから。
1------2------3------4------5
b) 学校で必修科目だから。
1------2------3------4------5
c) 親が勉強しろと言うから。
1------2------3------4------5
d) 学校でテストがあるから。
1------2------3------4------5
e) テストでよい点を取りたいから。
1------2------3------4------5
f) 入試に合格したいから。
1------2------3------4------5
g) 先生を喜ばせたいから。
1------2------3------4------5
h) 英語力を褒められたいから。
1------2------3------4------5
就職に有利であるから。
1------2------3------4------5
i)
60
j)
多くの人が学習しているから。
1------2------3------4------5
k) 英語は共通語であるから。
1------2------3------4------5
将来必要であるから。
1------2------3------4------5
l)
m) 海外に出たいから。
1------2------3------4------5
n) 優れた英語話者になりたいから。
1------2------3------4------5
o) 今、英語が得意ではないから。
1------2------3------4------5
p) 趣味／娯楽のために必要であるから。
1------2------3------4------5
q) 広い視野を持つことができるから。
1------2------3------4------5
r) 国際的な考え方を持つことができるから。
1------2------3------4------5
s) 海外旅行や海外留学をしたいから。
1------2------3------4------5
t)
教養を高めるため。
1------2------3------4------5
u) 英語ができるとかっこいいから。
1------2------3------4------5
v) 英語が好きだから。
1------2------3------4------5
w) 外国人の友達を作りたいから。
1------2------3------4------5
x) あなたの為になるとアドバイスされたから。 1------2------3------4------5
お忙しい中、ご協力誠に有難うございました。
ノートルダム清心女子大学
英語英文学科 平井 惠子
61
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University of Hawaii at Manoa.
Diane Larsen-Freeman and Michael H. Long. 1991. An Introduction to Second
Language Acquisition Research. General Editor: C.N. Candlin
Gardner, R.C. 1985. Social psychology and second language: the role of attitudes and
motivation, London: Edward Arnold p.425~435
Michael Byram. Routeadge Encyclopedia of Language Teaching and Learning
Jeanne Ellis Ormrod, 2003. Human Learning.
Curtis Kelly. A Review of Traditional and Current Theories of Motivation in ESL
2002 年教育省令第 43 号,「THE 2002 BASIC EDUCATION CURRICURUM」
Braj Kachru. 1986. The Alchemy of English, 2006. The Handbook of World Englishes.
Website
フィリピン共和国. 13 August, 2008 <nyc.niye.go.jp/youth/17koku/17kofili1.prf>
フィリピンの教育事情. 26 August, 2008
<http://www.clair.or.jp/j/forum/forum/jimusy/137SING/INDEX.HTM>
Braj Kachru. The circles of English. 30 September, 2008
<http://en.wikipedia.org/wiki/Braj_Kachru>
ETS TOEFL. Test and Score Data Summary for TOEFL Internet-based and Paper-based Tests,
January 2007- December 2007 Test Data. <www.ets.org/toefl>
62