Speaker
Description
Motivation has long been recognized as a key factor in the success of language learners, with numerous scholars exploring its nature and seeking strategies to enhance it. However, limited attention has been given to learners’ motivation within specific subfields of language studies, such as lexicology—an area often regarded as both essential and challenging in language acquisition. This study investigates two main questions: (1) What types of motivation influence English-majored students’ engagement with lexicology? and (2) How do these motivations shape their learning experiences in lexicology courses? Drawing on Dörnyei’s (2001) L2 Motivational Self System—which conceptualizes motivation through the Ideal L2 Self, the Ought-to L2 Self, and the L2 Learning Experience—the study employed a mixed-methods approach. Data were collected through eight classroom observations, questionnaires administered to 98 students, and in-depth interviews with 8 participants. The findings reveal that the majority of students are primarily motivated by the Ought-to L2 Self, while a notable portion derive motivation from their direct learning experiences. Additionally, participants expressed a strong interest in understanding the role of lexicology in broader English language learning. The paper concludes by proposing pedagogical strategies to enhance students’ motivation based on insights into their motivational profiles and the influence of these motivations on their engagement with lexicology.
Biography
Dr. Trinh Thi Anh-Hang is currently Vice Dean of Faculty of Foreign Languages, Hanoi University of Science and Technology, Vietnam. She is a highly experienced teacher who is devoted to English teaching career. She has been in charge of a number of GE and ESP courses. Moreover, she is deeply committed to doing research. Her research interests are Intercultural Communicative Competence, Mindful Teaching, Critical thinking, Mapping Tools, and Student Motivation.
