第二言語/外国語教育における言語学習動機づけ研究 : 動機づけ研究の新しい枠組みへ

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概要

• 論文の詳細を見る

• Until the 1990s, the theory of L2 learning motivation had much emphasis on integrative and instrumental aspects of language learning. Although this theory has received many positive reviews and now provides a solid base for constructing a broader theory, the 1990s brought a marked shift in thought on second/foreign language learning motivation. In particular, some alternative motivational concepts have been proposed, which permit us to account for other possible kinds of second/foreign language learning motivation. These relatively new perspectives may yield fresh insights for reorganizing our understanding of motivation. In the study reported here, a questionnaire was administrerd, based on motivational theories in second/foreign language contexts and other models from educational and cognitive psychology. Subjects were 112 Japanese EFL university students. The internal consistency reliability of the components was assessed by means of Cronbach's alpha coefficient. The data were then subjected to two different kinds of data analysis: factor analysis (principal component analysis) and multiple regression analysis. Results indicated that the subjects in this sample expressed strong agreement with statements that English is important and useful, that success in English class depends on their own efforts, and that they would like to try to continue studying English as long as possible. Based on the results of factor analysis, a motivational construct was postulated consisting of (1) strong determination, (2) anxiety, (3) instrumental motivation, (4) personal will, (5) locus of control, and (6) attitudes to foreign people and culture. The results also indicated that in mastering English, "Strong determination" played, to some extent, an important role, whereas other factors had relatively weak relationships to English proficiency. Some methodological and educational implications, and also suggestions for future research are provided.

• 社団法人大学英語教育学会の論文
• 2002-06-30

著者

• 廣森 友人

  北海道大学・大学院

• 廣森 友人

  北海道大学大学院

関連論文

• 日本人EFL大学生の言語学習動機づけと英語熟達度との関係について(第40回 (2001年度) JACET全国大会)
• 研究者のためのmotivation theoryから, 教育者のためのmotivating theoryへ : 動機づけ研究を実践に生かす3つの視点
• 動機づけ研究における質的研究と量的研究の融合(「国際語」としての英語-その教育目標と基準-)
• 自ら学ぶ意欲を育てるための発達的視点 : 英語学習意欲研究における諸問題および横断的研究と縦断的研究の展開(「国家戦略」としての外国語教育-そのあるべき姿を求めて-)
• 英語学習者の動機づけを高める教育介入とその効果(授業力-大学全入時代の大学英語教師)
• 日本人EFL高校生のための英語学習欲求尺度の作成とその検討
• 外国語として英語を学ぶ学習者の学習スタイルと学習成績との関係について
• 日本人EFL学習者の学習ストラテジー使用から得られる学習者訓練(learner training)への示唆について
• 有能感を高める教室 : 学習者・教師・学級風土が作り出す相互作用
• 第二言語/外国語教育における言語学習動機づけ研究 : 動機づけ研究の新しい枠組みへ

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