Abstract:
This thesis presents a comparative study on student motivation in General English courses and courses of English for Specific Purposes. While these latter courses are often lauded as being inherently more motivating for learners, little research seems to exist supporting this claim. Guided by the L2 Motivational Self System and the Complex Dynamic Systems Theory, this study seeks to better understand what motivates learners in these two different types of English courses, using questionnaires, interviews and observation sessions with students. Data was collected principally at the Université de Paris 8 in France, with additional data also being collected at the Università Ca’ Foscari Venezia in Italy. While several similarities appear across all courses, such as a preference for oral activities and a dislike for courses that are too early or too late in the day, several noteworthy differences are seen, particularly regarding the students’ self-concepts. These similarities and differences are discussed along with implications for teaching and further research.
