自我决定理论视角下的理科生英语阅读动机取向

Q2 Arts and Humanities
Natthinee Songnuan, Singhanat Nomnian
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引用次数: 0

摘要

本研究旨在探讨泰国一所中学理科生的动机取向及其自我知觉经验对英语阅读自我决定的影响。通过问卷调查和半结构化访谈,研究发现理科生的英语阅读动机总体上是中等的。他们的动机取向依次为:识别调节(ID)、内在调节(IM)、外部调节(ER)、内源性调节(IJ)和激励(AM)。与自主动机相关的动机取向ID似乎最符合理科生的认知。他们还重视社会背景变量(即家庭、同伴和教师)对他们对英语阅读的行为控制的影响(ER和IJ)。本研究对提高理科生的英语阅读动机具有教学意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Science Students’ Motivational Orientations of EFL Reading through the Lens of Self-Determination Theory
This mixed-method study aims to investigate science students’ motivational orientations and their self-perceived experiences contributing to self-determination in EFL reading at a secondary school in Thailand. Drawing upon the questionnaire and semi-structured interviews, the findings revealed that the overall science students’ EFL reading motivations were moderate. Each of their motivational orientations was ranked as follows: identified regulation (ID), intrinsic motivation (IM), external regulation (ER), introjected regulation (IJ), and amotivation (AM), accordingly. ID, a motivational orientation with regard to autonomous motivation, seemed to best correspond with the science students’ perceptions. They also valued the influence of social-contextual variables (i.e., families, peers, and teachers) as relatively important to their behavioural control toward EFL reading (ER and IJ). This study offers pedagogical implications to improve science students’ EFL reading motivation.
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来源期刊
rEFLections
rEFLections Social Sciences-Linguistics and Language
CiteScore
1.10
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