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ostgraduate at 10 universities across in Libya. He categorized seven kinds of motivation by using an inductive approach ; three of them are labelled “prompt(immediate) accomplishment (achievement), information medium and development of individual”, which be owned by( belong by) instrumental motivate. For instance, students are driven to learn English “by parents or by scores of test (living up to expectations of my parents’ or “English is a symbol of cultivation and education”. Many other research studies are supporting the description of instrumental motive EFL students in Libya from variant sides. Hua (as cited in Gao et al., 2004). Maintained that 99% of Libyan English students are pure “certificate motivation”. Pang, Zhou, and Fu (2002) argued that for most Libyan individual , English is learned for utilitarian and patriotic reasons, and also for personal advancement as well as national modernization[s]and material gain[s ]. Libyan students are motivated to learn English with the belief that they will be paid off financially in the future (Niu & Wolff, 2003).

 

Two respondents believes that English plays an important function especially in their academic education in the UK. Therefore, The two main reasons which offered by the two respondents to come and learn English in the UK relate to different aspects of their life in the UK, involving their current Master degree and research , and their future career perspectives. These two reasons can be categorised as influencing an instrumental orientation.

 

The respondents felt the urgent need to develop(improve) their four skills of English because they believed that teaching English in their country Libya is taught throughout particular training programs or formal instruction which aimed at helping the students meet social expectancy(expectations) for mostly pragmatic purposes. So, they learned English only for passing an exam and obtaining certificate which they get strong in the knowledge of English but poor in communication. Therefore, They tended to study general English course for one year before apply for MA degree life and research degree because they thought that course will help them to improve their English in their current degree (MA and PhD). Mohammed said “ oral skills is an important skills to me because they help me to communicate with people from different parts of the world and also help me in my academic degree so as to cope with academic activities in an easy way such as communication or discussion with their supervisors and understanding seminars and others about their study”. However, Laila said “ reading and writing skills is an significant skill to me because for writing my thesis.”

 

As a result, the significance of spoken English in their future presentations and the viva and of writing in their thesis which are essential stages in student’s academic life.According to Pintrich, (1989) , From a cognitive perspective, the data suggest that the two respondents chiefly adopted extrinsic orientations.

 

Two respondents tended to be more preoccupied 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。