Motivation for learning English in Jordan

Abstract

This study of English language teaching in Jordan commences with a brief discussion of the historical factors which have affected the Jordanian educational system and describes current educational provision. This is followed by a survey of the literature and a discussion of the various theories of English language teaching which have been advanced. In order to ascertain the relevance of these theories to English language teaching in Jordan a random sample of two-hundred English language students from a variety of backgrounds was required to complete a questionnaire and test paper. The rationale of the organisation of the questionnaire and test paper is discussed and the students' results are subjected to a detailed statistical analysis. This analysis highlights the difference between students from rural and urban backgrounds and the difference between private and state school students. Many other factors such as attitudes towards English teachers, attitudes towards textbooks, the social advantage of learning English, attitudes towards English language in general and outside school factors are also seen as determining students' attitudes and motivation. The findings of this study indicate that these are primarily instrumental as opposed to integrative. The thesis concludes by reviewing the major findings and by enumerating a number of recommendations designed to improve English language teaching in Jordan.