Motivation in the Japanese Context

Motivation and successful acquisition of the English language in Japan so complex and not easy as one might imagine, there are not only observe the amount of time spent to learn, but needed to investigate the performance of linguistic in language learning.In order to examine language learning in the Japanese context it is necessary to explore a number of factors which contribute to the way in which English education is conducted in Japan. One of the most influential factors is that of the structure of university entrance exams which ultimately determine the institution to which a student gains acceptance. Because this test is very strict and structured, schools and teachers in required to educate the students correctly , in order to follow the entrance exam test. This exam is a test of grammatical understanding of the English language support, and students were asked to translate sentences with the structures are very complex and must have knowledge of vocabulary and grammatical structures. The focus of the test was not directed at the students' speaking and listening skills. For this reason the school did not see the need to prepare students for something that will not be examined. It has been suggested that the university should do the exam is the main reason or source of motivation for students to learn English Of course, a high percentage of both middle and high school students identify the main reason for learning English as a requirement for achievement in examinations. This keeps students motivated to learn in order to take the entrance exam is quite tight and difficult.

Discussion

From information brought to light by Morrow (1987) in the education system in Japan, the English language has been slightly changed in the last 13 years. English language support teaching system in junior and senior high school still aimed for students, in order to follow the university entrance exams. Therefore it must have been the cornerstone of the students to learn English seriously. Morrow argues that English teachers do not have the skill to listen and talk, so just rely on vocabulary and grammar. Although this may be true for many older professionals teachers still engaged in the teaching of English, many younger teachers now entering the system appear to place greater emphasis on developing competency in all areas of the language. But the teachers work hard to teach students to understand the use of good English grammar and correct, and also apply to the students, to use English as a conversation in class. This can only work to motivate learners as they are exposed to English speaking Japanese teachers in the education system Nakamura (1982, cited in Berwick et al. 1989) suggests that the Anglo-American instructors with whom students are presented can often instil psycho-social barriers to learning the English language. Perhaps in the past this may have been true, however with increasing numbers of communicatively competent Japanese teachers this is, perhaps, no longer valid.