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.