The Influence Of Motivation And Socio-Cultural Factors On Students’ Language Competence

ABSTRACT

This study examined the way in which socio – cultural identities and ideological motivation

permeate English language learning and the effect on language competence. The investigation

looked at two diametrically distinct schools (i.e. a Grade A and a Grade C school) particularly in

the area of the students` background and motivation, to ascertain the effect of these socio –

cultural and motivational factors that impinge on the learning of grammar and vocabulary, which

reflects in their language competence. The study used Skinner Behaviourist Theory and

Gardener`s socio – educational modules as bases for a conceptual framework.

The methodology used involved both quantitative and qualitative research tools. Random

sampling methods were used in selecting the student population for the study while teachers

were purposively picked. Students answered questionnaires while unstructured interviews were

done with teachers in the case study schools. The data were analyzed using Statistical Package

for Social Sciences (SPSS).

The findings showed that students` socio – cultural backgrounds and the learning environment

influence their English language learning and eventual competence. Personal motivation is

critical to success in language learning and usually overrides the socio – cultural challenges of

the student.

It is recommended that deprived environments be well resourced to aid in students` English

language learning. Students should be given a reorientation about English language learning so

as to be motivated to achieve language competence.