Motivating attitudes and educational language planning in the context of English as an international language

Abstract

In 2002 a Language Survey was conducted at the University of Stellenbosch with a view to, among others, developing a language policy and plan for the University. This article compares students' informal and unsolicited comments on classroom interaction to the results of the Language Survey to show that complexity of learning material, insecurities regarding communication skills and expectations regarding the nature of university studies put instrumental motivation under pressure. It is argued that a more nuanced understanding of instrumental motivation is required when it is used as justification for specific language planning and practices and in contexts where the usefulness of English is regarded as self-evident.

Journal for Language Teaching Vol.38(2) 2004: 302-313