<原著論文>内発的動機づけを高めるタスク設計
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概要
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A decline in learning has become a major social problem in Japan. One of the main reasons for this trend may be a decrease in students' motivation to learn. It is the responsibility of educators to offer stimulating and practical lessons so that students will eager to learn various subjects, including English. This article describes task-based English lessons given in an English reading class for junior college students. It also attempts to analyze whether those lessons were successful or not in terms of increasing students' intrinsic motivation to learn English. Teaching materials were taken from several websites, not a textbook. Students, the majority of whom said they did not like English or were not good at English in their high school days, successfully tackled writing tasks which the author believes helped motivate them and improve their comprehension of the authentic reading material. Three points are considered in evaluating the success of each lesson. They are 1) how thoroughly the students completed the worksheets used in the lessons, 2) the quantity of the students' output (the length of the passage in Japanese/English), and 3) students' motivation to learn independently. Points 1 and 2 were measured by analyzing students' written work, and point 3 was based on the results of a questionnaire given in the last lesson. Based on three aspects, the analysis shows lessons were quite successful in fostering intrinsic motivation among students. The analysis also shows that the tasked-based English lessons gave students the opportunity to experience a step-by-step learning process and that their motivation was further increased when they were allowed to select reading material of their choice.
- 2003-03-31