外国語学習者の動機づけを高める3つの要因 : 全体傾向と個人差の観点から

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The will to learn for student (i.e., motivation) is considered to significantly affect the success of learning not only in the case of L2 learning, but throughout all aspects of educational activities. Although numerous studies have been conducted thus far relating to motivation, there have been few definitive conclusions drawn regarding the manner in which findings that corroborate motivation theories obtained through these studies can be applied to actual L2 classroom activities. In addition, numerous studies have been conducted on the premise that motivation already exists, thus indicating a lack of studies on strategies for enhancing motivation in the form of what should actually be done to motivate L2 students (i.e., motivating theory). This study aims to examine motivating factors with reference to Self-Determination Theory (SDT, hereafter), one of the well-developed theories in psychology. SDT assumes the existence of three psychological needs (i.e., the needs for autonomy, competence, and relatedness) as prerequisites for enhancing student motivation. The purpose of this study is to investigate the manner in which these three psychological needs of SDT act in terms of enhancing motivation among L2 students from the perspectives of general tendency and individual differences. The results showed that students' perceptions of psychological needs had a strong influence on their L2 motivation. In particular, in order to enhance self-determined forms of motivation (i.e., intrinsic motivation), it was found that targeting each student's perceptions of competence and relatedness could be a good strategy. If it is possible to determine those characteristics that serve to enhance motivation among L2 students, then they prove to be a valuable source of information in terms of implementing instructional guidance that effectively motivates L2 students in the classroom.
社団法人大学英語教育学会の論文
2005-10-27

外国語学習者の動機づけを高める3つの要因 : 全体傾向と個人差の観点から

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