MOTIVATION OF PRE-SERVICE ENGLISH TEACHERS TO LEARN ENGLISH AS A FOREIGN LANGUAGE IN CHALLENGING CIRCUMSTANCES

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
I. Zadorozhna, Olha Datskiv
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引用次数: 1

Abstract

The problem of motivation in foreign language learning has always been of great importance. Researchers agree on the non-static, dynamic nature of motivation, investigate the role of the motivational context, and recognize the fact that some aspects of motivation are not internal but are externally determined by the learner’s sociocultural environment. The study aims to investigate the prevalent type of motivation among pre-service English teachers in challenging circumstances. The analysis of motivation sources and ways to protect and maintain motivation to learn English as a foreign language in challenging circumstances constitutes the novelty of the study. 60 fourth-year students (57 females and 3 males) participated in the investigation. The questionnaire adapted from Gardner's Attitude/Motivation Test Battery (AMTB) has  been used as a tool to collect quantitative data. The results reveal that the level of motivation is high with a prevalence of instrumental motivation. Qualitative data have been obtained from interviewing students. During the interviews, the students identified the sources of their motivation, critically evaluated their learning situation, and described their learning circumstances as challenging. The study suggests pedagogical implications in line with positive psychology recommendations and the latest research on the protection and maintenance of а motivation to learn English as a foreign language in challenging circumstances. The implications for teachers include developing motivational strategies, maintaining engagement, providing role models, using technology.
职前英语教师在挑战性环境下学习英语的动机
外语学习中的动机问题一直是一个非常重要的问题。研究者们认同动机的非静态、动态特性,研究了动机语境的作用,并认识到动机的某些方面不是内部的,而是由学习者的社会文化环境外部决定的。本研究旨在探讨职前英语教师在挑战性环境中普遍存在的动机类型。对动机来源的分析以及如何保护和保持在困难环境下学习英语的动机构成了本研究的新颖性。60名四年级学生(女57名,男3名)参与了调查。问卷调查改编自加德纳的态度/动机测试电池(AMTB)已被用作收集定量数据的工具。结果表明,动机水平较高,工具动机普遍存在。通过对学生的访谈获得了定性数据。在访谈中,学生们确定了他们学习动机的来源,批判性地评估了他们的学习情况,并将他们的学习环境描述为具有挑战性。该研究提出了与积极心理学建议和最新研究一致的教学意义,即在具有挑战性的环境中保护和维持学习英语作为外语的动机。对教师的启示包括制定激励策略,保持参与,提供榜样,使用技术。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Advanced Education
Advanced Education EDUCATION & EDUCATIONAL RESEARCH-
自引率
27.30%
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审稿时长
8 weeks
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