Motivation and learning strategies on foreign language acquisition

Abstract

An imperative to global competence in 21st century education is learning foreign languages. This descriptive study identifies learners’ motivation models and language strategies related to acquisition of Mandarin as Foreign Language. It covers 279 Foreign Language learners focused on Spoken Mandarin as actual respondents, utilizing a random sampling technique. The conceptual framework presents correlations on two major variables: learning motivation models-Gardner and Dornyei, and learning strategies- direct and indirect, effective to foreign language learning. Employing survey-questionnaire as the main tool, it tested null hypotheses that learners’ learning motivation and strategy have no significant relationship on Foreign Language learning acquisition; and have no significant difference on Foreign Language learning acquisition. Statistical tools utilized include frequency count, percentage, weighted mean, standard deviation, and Spearman Rho correlation analysis. Results revealed that respondents are more motivated with respect to models, while strategies are apparently very effective. Learning motivation models and learning strategies are of average relationship, posting moderate correlation. In conclusion, it gives affirmation that learning a new language can be very effective with proper motivation, supported by the application of wide-ranging learning strategies.