An assessment of instrumental and integrative orientations among learners of English language in ward secondary schools: a case of Musoma and Butiama districts

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dc.contributor.authorChristopher, Masoma
dc.date.accessioned2019-09-02T07:55:40Z
dc.date.available2019-09-02T07:55:40Z
dc.date.issued2013
dc.descriptionDissertation (MA Linguistics)en_US
dc.description.abstractFor every action that someone does, desires a motivation and a goal for that action. Students in secondary schools when learning a foreign language should have good environment and an ample time to motivate them in order to fulfill their learning orientations. This study was focused on the assessment of instrumental and integrative orientations among learner of English language in ward secondary school in Musoma District and Butiama District. In addition, the study anticipated to diagnose the students’ attitudes towards learning English language in ward secondary schools. 144 students played a role in completing a questionnaire reflecting their orientations for learning English language as well as students’ attitudes towards learning English language. Additionally 48 students in the interview, revealed their orientations and their attitudes towards learning English language. Again in the interview, 12 teachers of English, 6 academic masters/mistresses and the DEO were involved to extend considerate and clarification of the results. The data revealed that students in both Musoma and Butiama districts have a higher degree of instrumental orientation compared to integrative orientation. Different from other related studies, poor learning environment found to be in the first position in terms of challenges related to students’ motivation. The study provides the findings and recommendations which are very important to teachers of English, curriculum developers, the Ministry of Education and Vocational Training as well as to further scholars are provided. Lastly, it is expected that the findings of this study could be of much assistance for evolving teaching and learning English language in the MBDs students.en_US
dc.identifier.citationChristopher, M. (2013). An assessment of instrumental and integrative orientations among learners of English language in ward secondary schools: a case of Musoma and Butiama districts. Dodoma: The University of Dodomaen_US
dc.identifier.urihttp://hdl.handle.net/20.500.12661/1358
dc.publisherThe University of Dodomaen_US
dc.subjectButiama districten_US
dc.subjectMusoma districten_US
dc.subjectEnglish languageen_US
dc.subjectLearning English languageen_US
dc.subjectEnglish language learnersen_US
dc.subjectWard secondary schoolen_US
dc.subjectPublic secondary schoolen_US
dc.subjectCommunity secondary schoolen_US
dc.subjectGovernment secondary schoolen_US
dc.subjectSecondary schoolen_US
dc.subjectSecondary school studentsen_US
dc.subjectIntegrative orientationsen_US
dc.subjectinstrumental orientationen_US
dc.titleAn assessment of instrumental and integrative orientations among learners of English language in ward secondary schools: a case of Musoma and Butiama districtsen_US
dc.typeDissertationen_US
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