期刊名称：International Journal of Applied Linguistics and English Literature
印刷版ISSN：2200-3592
电子版ISSN：2200-3452
出版年度：2014
卷号：3
期号：5
页码：150-165
DOI：10.7575/aiac.ijalel.v.3n.5p.150
出版社：Australian International Academic Centre PTY. LTD.
摘要：Passing University Entrance Exams (UEE) successfully has long been a major concern for Iranian high school students. High Schools for the Gifted admit highly intelligent and hardworking students, who reportedly form a remarkable proportion of students admitted in best universities of Iran, through hard entrance exams. This study aimed to investigate attitudes of students educating in High Schools for the Gifted towards learning English, their dominant motivation type (instrumental or integrative), and the likely effect Iranian University Entrance Exam has on their motivation. For the purpose of this investigation, 166 male and female participants educating in the four grades of high school were selected through Stratified Random Sampling Method from both boys’ and girls’ High Schools for the Gifted. A 26-item questioner previously developed by the researchers, investigating the participants’ attitudes towards English learning, their dominant motivation type, and the likely effect of Iranian UEE on their motivation was administered to them. Descriptive statistics and the analysis of variance were used to analyze the data, and the results revealed that all participants educating in the four grades of high school showed positive attitudes towards English learning, and that 1 st and 2 nd grade subjects were both instrumentally and integratively motivated, whereas 3 rd and 4 th graders were instrumentally motivated. The degree of subjects’ concern about the Iranian UEE significantly affected their motivational orientations and prioritization.
其他摘要：Passing University Entrance Exams (UEE) successfully has long been a major concern for Iranian high school students. High Schools for the Gifted admit highly intelligent and hardworking students, who reportedly form a remarkable proportion of students admitted in best universities of Iran, through hard entrance exams. This study aimed to investigate attitudes of students educating in High Schools for the Gifted towards learning English, their dominant motivation type (instrumental or integrative), and the likely effect Iranian University Entrance Exam has on their motivation. For the purpose of this investigation, 166 male and female participants educating in the four grades of high school were selected through Stratified Random Sampling Method from both boys’ and girls’ High Schools for the Gifted. A 26-item questioner previously developed by the researchers, investigating the participants’ attitudes towards English learning, their dominant motivation type, and the likely effect of Iranian UEE on their motivation was administered to them. Descriptive statistics and the analysis of variance were used to analyze the data, and the results revealed that all participants educating in the four grades of high school showed positive attitudes towards English learning, and that 1 st and 2 nd grade subjects were both instrumentally and integratively motivated, whereas 3 rd and 4 th graders were instrumentally motivated. The degree of subjects’ concern about the Iranian UEE significantly affected their motivational orientations and prioritization.
关键词：Motivation; Interest; Instrumental; Integrative; University Entrance Exam; Gifted Students
其他关键词：Motivation; Interest; Instrumental; Integrative; University Entrance Exam; Gifted Students
