英語学習の動機づけ : 状況に埋め込まれた質的データの解釈

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概要

• 論文の詳細を見る

• This qualitative case study attempts to explore how EFL learners can be motivated and why that motivation is constructed by a teacher in a particular classroom context. Second/foreign language (L_2 henceforth) motivation has been predominantly investigated within a quantitative research paradigm, but a recent focus shift in second language acquisition (SLA) research encourages more qualitative investigation of L_2 learning motivation. This is also in line with the increasing interest of SLA research in a situated cognition approach, by which L_2 learning is investigated in the light of "tool-mediated action", paying more attention to dyadic or group interactions. In this study, L_2 motivation was investigated in a classroom context. Together with video clips of a 100-minute long English class, semi-structured interviews were conducted with an English teacher and a pair of EFL learners. The responses were all transcribed and coded into three main themes, from which L_2 learning and teaching motivation were qualitatively interpreted in light of situated cognition theory.

• 全国英語教育学会の論文

著者

• 木村 裕三

  Naruto University Of Education

関連論文

• Metacognitive awareness training and reading comprehension of Japanese EFL learners
• 英語学習の動機づけ : 状況に埋め込まれた質的データの解釈

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