Abstract:

The article outlines the results of an online survey of 643 undergraduate students majoring in Physical Sciences to identify their motives and purposes in English language learning in the context of their specialism. The study sample included first-year students studying English at 5 structural divisions of Kazan Federal University, i.e. Graduate School of Information Technology and Information Systems, Institute of Computational Mathematics and Information Technology, Institute of Medicine and Biology, Institute of Physics, Institute of Mathematics and Mechanics and the Institute of Geology, Oil and Gas Technologies.

At the purpose analysis procedure, the students were asked to choose five the most meaningful items in the list of 19 objectives and prioritize them. To identify the effect of professional factor on students’ motivation and goal setting tendencies the data analysis was carried out separately for each specialism. The study investigated and compared the students’ responses in terms of dominant uses of language, types of speech activities and personal motives of English learning.

The results showed the students’ professional orientation does not influence the hierarchy of purposes but rather affects the selection frequency of a particular objective. Interestingly enough, the findings indicated that the students focus on the professional dimension in the English language learning when they are very much aware that knowledge of the English language enhances their professional and career opportunities. Finally, some pedagogical implications that would help develop this professional awareness were presented.

Keywords:

Motivation, goal-setting, English for Specific Occupational purposes (ESOP), EFL context.