Abstract:
Based on a sub set of data from a study which investigated the role of motivation as a
contributing factor in second language learning in a disadvantaged school setting in Sri
Lanka, this paper attempts to show the relationship between a ‘culture of poverty’ and
learning.
Lewis, (1970 : p.85) states that ‘in addition to being a condition of chronic economic poverty,
the culture of poverty is characterized by the cognitive poverty of its ‘members’, instilling a
fatalism with reference to any possibility of ever achieving a different way of life’. Although
education is one way in which such people could be empowered to develop a sense of self
confidence and self worth, children acquire the adult fatalism early and become learned
helpless.
The findings of the study indicate that there is a correlation between motivation and a
‘culture of poverty’. Further, in spite of the adverse socio-economic backgrounds from which
the students come, their motivation to learn the second language can be enhanced.
However, it is not the ‘culture of poverty’ per se that affects motivation but the type of
attributions that the students make regarding their prior learning experiences. Thus a
relationship between attributions and ‘cognitive poverty’ was visible.
