Motivational factors and the language proficiency of learners of Arabic in selected American universities.

摘要

This study examined the relationships between motivational factors and language proficiency of learners of Arabic in selected American universities. Selected language learner variables influence Arabic language learning motivation and language proficiency. Participants were 266 students who were spread out across the United States. The questionnaire was divided into three parts: (a) demographic, (b) motivation factors which developed from previous study (Ryu Yang 2001), and (c) language proficiency adapted from the Sung Language Self-Assessment Questionnaire (SLSAQ), a self-report questionnaire which is used to measure students' proficiency in four language areas: listening, speaking, reading and writing.; In this study, the researcher found from the participants report that not only were intrinsic motivation (IM) factors more motivating than extrinsic motivation (EM) factors, but also that there were relationships between language proficiency and both extrinsic and intrinsic motivation factors. In addition, this study reported that the strongest skills were speaking and reading while listening and writing were the weakest.; Moreover, the researcher found that there was no correlation between extrinsic motivation, intrinsic motivation and gender. However, there was a negative weak significant correlation between EM and educational level. There was no significant correlation between IM and educational level. Also, there was a significant weak correlation between extrinsic and intrinsic motivations and language proficiency.; The researcher discovered that the three variables; gender, educational level, and language proficiency influence learners' EM and IM. The researcher concluded that gender had no significant effect on either EM or IM. Furthermore, language proficiency had no significant effect on either EM or IM. Additionally, the educational level had a significant effect on EM but no significant effect on IM.; Finally, the researcher encourages the teachers to utilize the motivational factors to reach the objectives of the students. Also, the researcher found opportunity for improvement; therefore, the researcher proposed some approaches to enhance teaching the four skills in the Arabic language.