Sociological Study of Motivation and its Effect on Iranian Teachers' Learning English

Sociological Studies of Youth

مقاله 4، دوره 8، شماره 24، خرداد 2017، صفحه 49-60   

نویسندگان

Davood Mashhadi Heidar^{* 1}؛ Maryam Kaviani²؛ Manouchehr Pahlavan³

¹Department of TEFL, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran

²Department of TEFL, Babol Branch, Islamic Azad University, Babol, Iran

³Department of Social Sciences, Babol Branch, Islamic Azad University, Babol, Iran

چکیده

Nowadays, English is the leading foreign language enjoying a prestigious position in many countries, including Iran. In recent years, English is more and more popular in the world and the importance of learning English cannot be overstated in an increasingly interconnected and globalized world. In this regard, studying the status of language of the educated class of the society such as teachers is very important. They can use English to improve their knowledge and research works. This requires that they have positive motivation towards English language learning. However, the role of social factors cannot be ignored. Based on the relationship between social context and English language proficiency, it should be remembered, however, that social context influences English language proficiency indirectly, mediated by a number of variables. Hence, this study tries to examine how the social factors influence Iranian teachers' motivation towards English as an international language. To this end, a questionnaire was used as a research instrument. It was administered to 100 Iranian teachers of Islamic Azad University (Qaemshahr Branch), Qaemshahr, Iran. The findings of this study showed that social factors can influence Iranian Teachers' motivation toward English language learning

کلیدواژه‌ها

motivation؛ Social Factors؛ Iranian teachers؛ English language learning