Motivation factors for adults learning foreign languages

Abstract

Užsienio kalbų kompetencijos ugdymas yra vienas iš svarbiausių mokymosi visą gyvenimą kontekste. Užsienio kalbos kompetencija yra viena iš didžiausių vertybių globalizacijos procese, reikalaujanti išorinės ir vidinės motyvacijos, padedančios besimokančiajam siekti savo tikslų. Šiame straipsnyje yra nagrinėjami tyrimo, pravesto Vytauto Didžiojo universiteto dėstytojų 2010 metais, rezultatai. Tyrimas remiasi anglų ir rusų kalbų kursų visuomenei, organizuotų 2010 metais, besimokančiųjų apklausos rezultatais. Tyrimui naudota anketinė apklausa, į kurią atsakė 127 rusų ir anglų kalbų besimokantys suaugusieji. Respondentai atsakė kokie motyvai skatina juos mokytis kalbų ir kokius sunkumus bei situacijas jie patiria. Respondentai taip pat pažymėjo 36 kokius įgūdžius bei kompetencijas jie tikisi išsiugdyti ir ar jiems pavyko įgyvendinti savo siekius

Learning foreign languages is one of the most important skills intended for all adult learners and lasting all their lives. Because of processes of globalization in the world, knowing foreign languages is perceived as being very valuable. Motivation can be described as an entity of external and internal factors which encourage a person to achieve certain goals. External motivation is influenced by a variety of external factors, i.e. a wish to get a better paid job, a possibility to travel abroad or success at an exam. Internal motivation is largely dependent on a person him/herself. It can be emotions caused by the process of learning or a desire to feel comfortable in multicultural surroundings. There are various factors that emerge when adults learn foreign languges: career, change of job or living place, family reasons, free-time and etc. In addition, every person should be encouraged to learn foreign languages and conditions must be met to achieve that. This paper presents a research carried out in 2010 by Vytautas Magnus University lecturers. Its aim was to determine the factors that motivate adult learners to study foreign languages in the extra-mural studies at Vytautas Magnus University as well as in English and Russian language courses for the general public at the university. For the research, 127 questionnaires were distributed among adult learners. In the questionnaires the respondents were asked to indicate the motivating factors that make them learn foreign languages, their learning experiences and difficulties. Afterwards, the respondents were asked to indicate what skills and competences they expect to acquire and if their expectations and needs for studying languages were met