The present structure of formal education in Bangladesh, if especially considered, may be divided into five stages: the primary, the secondary, the higher secondary, the under graduate and the graduate levels. In this government sponsored education system the “HSC” level in the title is located immediately after the secondary level consisting of 11 and 12. After the completion of two years of study at this level, the students sit for the HSC examination which is the second public examination they face in the life. In the main stream system of formal education in Bangladesh English is introduced as a compulsory subject from class 1 and continues ...view middle of the document...
Their opportunities for higher education mostly depend on the standard of education received at this level. Moreover there are very few researchers at this level.
It is an established fact that the learner should be the central point of focus in Second Language (SL) or Foreign Language (FL) teaching/ learning and nowadays many linguist, applied linguist or researcher is found to undertake researches to explore the socio-psychological variables which strongly influence Foreign Language (FL) Second Language (SL) learning. Even most of the influential linguists consider FL learning as a socio-psychological phenomenon and ‘motivation’ as the key to the learning process. It is found through research that learners with high motivation perform better than those with less motivational intensity to learn English as a Foreign Language (EFL). There some other factors which are close related to motivation and a discussion on it must include the interrelationship among them and their combined role to motivate EFL learners. Attitude, syllabus, methodology, socio-economic background, quality and training of EFL staff, and ‘classroom factors’ including anxiety are the most important variables of them.
Being predominantly a monolingual developing country, Bangladesh needs extensive research for successful implementation of a stable and farsighted national language policy to remove ‘English phobia’ and thus to motivate the EFL learners. But our language policy makers are extensively busy with methodology, ignoring all other variables. Scattered and weak short- term national plans were carried out to deal with the complex matter of SL/FL teaching and learning by mass pupils at national level. Specially, very little has been done in the field of learner motivation at Higher Secondary level in Bangladesh. Success in any step in national language policy requires repetitive examination of the theories and their practice or implementation through extensive researches. The scarcity of ‘real’ researches in the field is caused by many complex factors including lack of both commitment and competence of concerned authorities and prospect of individually undertaken researches.
Now it has become a primary need to analyze how and to what extent the EFL learners at mid level, between Secondary School level and undergraduate level, are motivated. Those who pass the Secondary School Certificate(SSC) examination are expected to posses the minimum command of English and those who take admission into undergraduate courses are likely to have more than average command of English. Hence, the EFL learners at Higher Secondary level are taken to have command of an average standard of English in the country. Moreover, the rural colleges of that level are found to be ignored in comparison with urban ones in researches. Therefore, the present study is undertaken for an investigation into the motivational orientations of EFL learners at the Higher Secondary level at rural and urban...