English language remains an important learning component of all university students in Hong Kong. Regardless of their academic interests, all pre-service teachers whose specialisms are not English are also compulsorily required to study English during their first year of university years. Does it mean these non-English subject trained pre-service teachers will be de-motivated to learn English? How do they respond to English learning even if they do not expect to teach English in the future? What learning strategies do they adopt during English lessons? In this paper, we attempt to look at a group of non-English major pre-service teachers’ motivation to learn English. Through the research instruments of questionnaire and in-depth interviews with teachers and students, data are to be collected to analyse their motivation and attitudes to learn English.
|Publication status||Published - 2006|
|Event||2nd CamTESOL Conference on English Language Teaching: Improving the Practice - Pannasastra University of Cambodia, Phnom Penh, Cambodia|
Duration: 25 Feb 2006 → 26 Feb 2006
|Conference||2nd CamTESOL Conference on English Language Teaching: Improving the Practice|
|Abbreviated title||CamTESOL 2006|
|Period||25/02/06 → 26/02/06|
CitationWong, M. H. (2006, February). Non-English major pre-service teachers' motivation and attitudes to learning English. Paper presented at the 2nd CamTESOL Conference on English Language Teaching: Improving the Practice, Pannasastra University of Cambodia, Phnom Penh, Cambodia.
- Teacher Education
- Development of Disciplinary Knowledge (e.g. Sociology, Psychology)