خلاصة:
Nowadays, English is the leading foreign language enjoying a prestigious position in many
countries, including Iran. In recent years, English is more and more popular in the world and
the importance of learning English cannot be overstated in an increasingly interconnected and
globalized world. In this regard, studying the status of language of the educated class of the
society such as teachers is very important. They can use English to improve their knowledge
and research works. This requires that they have positive motivation towards English language
learning. However, the role of social factors cannot be ignored. Based on the relationship
between social context and English language proficiency, it should be remembered, however,
that social context influences English language proficiency indirectly, mediated by a number of
variables. Hence, this study tries to examine how the social factors influence Iranian teachers'
motivation towards English as an international language. To this end, a questionnaire was used
as a research instrument. It was administered to 100 Iranian teachers of Islamic Azad
University (Qaemshahr Branch), Qaemshahr, Iran. The findings of this study showed that
social factors can influence Iranian Teachers' motivation toward English language learning.
ملخص الجهاز:
ISSN: 2476-5198, SSYJ 2017, 7 (24), 49-60 Sociological Study of Motivation and its Effect on Iranian Teachers' Learning English Davood Mashhadi Heidar1* Manouchehr Pahlavan2 Maryam Kaviani3 Received 27 December 2015; Accepted 26 April 2016 Abstract Nowadays, English is the leading foreign language enjoying a prestigious position in many countries, including Iran.
Hence, this study tries to examine how the social factors influence Iranian teachers' motivation towards English as an international language.
The findings of this study showed that social factors can influence Iranian Teachers' motivation toward English language learning.
Specifically, the main objective of this research is to evaluate the effects of social factors such as gender, family s' encouragement and social class on teachers' motivation in successes or failures in English language learning.
3. Research Questions and Null Hypotheses In this study, the hypotheses are as follows: Social factors can not affect Iranian teachers' motivation towards English as an international language.
4. Methodology In this study a survey research methodology was used to gather information about the social factors influencing opinions and motivation of Iranian teachers about the usage of English as an international language in the universities.
004 Based on Spearman correlation coefficient (0/285) and sig (0/004) which is less than (α=0/05), it can be concluded that social class can affect Iranian teachers' motivation towards English as an international language To analyze the final hypothesis, based on table 6, Pearson Correlation Coefficient was used.
Hence, this test is meaningful and, in fact, social factors affect Iranian teachers' motivation towards English learning as an international language.