English Language Learning and Professional Challenges: Between Motivation and Anxiety

Abstract

Studies in Second Language Acquisition have frequently discussed the factors that may trigger motivation for language learning. In the main, learners’ motivation has been divided into three types: intrinsic – to learn for knowledge, extrinsic – to learn for reward and instrumental – to learn for career prospects. In Algeria, English, along with its world status, has become a requirement for job applicants. At the University, some learners of English may become anxious when they cannot identify the connection between what is taught and what is required in the labour market. Moreover,the idea of securing professional achievement and personal/social advancement is extremely attractive given the fact that English teaching serves students’ interests and meets the labour market needs. Although it is difficult to analyse all language learners’ demands and satisfy all their expectations, it is of paramount importance to address their needs, namely those related to the job market. This work approaches learners’ instrumental motivation that can serve as a driving force for the acquisition of English. In fact, it tries to consider the way those learners perceive professional challenges and the way the latter reduce their anxiety in order to influence their learning development and habits.