Towards mastery and performance: The stakes for the University of Ghana language learner

Abstract

Previous studies on the motivation of students studying foreign languages in the Ghanaian context have focused on students’ perceptions about the languages they are studying and how these affect their motivation. Most of the studies show that learners at the tertiary level are most likely to be extrinsically motivated. Although studies on students’ perception of foreign language learning in recent years have gradually shifted their focus to the goals pursued by the learner, not much attention has been given to the type of goals that the language learner adopts at the University of Ghana. This paper uses goal orientation theory to investigate the motivation and learning orientation of 38 French and 33 Kiswahili third-year students at the University of Ghana. It also focuses on other factors, such as individual goal settings and how these impact learners’ foreign language learning experience. The findings show that most participants studying French or Kiswahili are mastery-oriented, as most considered communication and personal development as their reasons for choosing the languages. However, they pursue a performance approach goal when preparing for exams.