EXPLORING THE CORRELATION OF PATHOLOGY OF ENGLISH CURRICULUM AND ENGLISH LEARNING MOTIVATION AMONG IRANIAN HIGH SCHOOL STUDENTS

The main focus of the present study is to contribute to the improvement of the quality of English teaching in Iranian education system by investigating and presenting the important challenging factors of English curriculum from the learners' perspective and their effects on students' English learning motivation. For this purpose, ۷۰ high school students from two high schools in Shiraz were selected using cluster sampling. Two instruments were utilized to collect data: ۸ Items-Language Curriculum Pathology Questionnaire (LCPQ) and ۲۱ Items-Motivation Toward English Language Learning Questionnaire. Data analysis was conducted through Statistical Package for Social Science (SPSS) version ۲۴. Pearson correlation coefficient was performed to analyze the data. The findings revealed that there was a significant negative relationship between the pathology of English curriculum from the perspective of high school students and their motivation in learning English. Although the main purpose of teaching English is communication everywhere in the world, this issue has been ignored in Iranian educational system because English language textbooks in Iran are based solely on reading and translation skills. Therefore, pedagogical societies need to identify the factors which increase students' English learning motivation and design English curricula and textbooks based on these factors. The results contribute to curriculum design in EFL contexts.

کلیدواژه ها:

pathology ، curriculum ، teaching English ، high school students ، EFL context