授業の中で捉える学習者の動機づけ : 認知的評価のプロセスの検証
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This article reports on a study which investigated learner motivation from a situation-specific point of view. Specifically, the study was aimed at revealing how the subjective value and expectancy for success estimated by EFL learners while engaging a learning task affect their intention to learn. This study, based on motivational research both in second language learning and psychology, developed a concise model of task-specific motivation in which learners are postulated as appraising a task to form intentions based on their subjective estimates of value and expectancy. This model was applied to capture 109 junior high school students' motivation in a particular class. Data was collected on subjective value, expectancy for success, and the extent to which the learners were oriented toward learning. Cluster analysis was used in order to profile them based on the patters of the three aspects of motivation. This was because it is posited that value and expectancy affect intention jointly, not separately. Results indicated that the learners' appraisal of the target task was diversified, and that the learners most strongly oriented toward learning were those who had positive estimates of both value and expectancy. Learners with a negative estimate in either aspect, or both, were not comparable to them. These results suggest that, considering that learners' appraisal is not homogeneous, teachers need to diversify characteristics of tasks so that they will address the motivational needs of learners with heterogeneous configurations of traits.
- 社団法人大学英語教育学会の論文
- 2006-10-28
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- 授業の中で捉える学習者の動機づけ : 認知的評価のプロセスの検証
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