成为一名外语教师的动机

IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Journal Pub Date : 1999-06-01 DOI:10.1080/09571739985200131

C. Kyriacou, N. Benmansour

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引用次数: 25

摘要

本研究探讨了影响见习教师成为外语教师的原因。摩洛哥的83名英语实习教师和英国的69名法语实习教师完成了一份调查问卷，要求他们对22个影响这一决定的原因的重要性进行评分。总的来说，最重要的四个原因是:“我喜欢我将要教的科目”，“我想帮助孩子们成功”，“语言(英语或法语)对我很重要”和“我喜欢课堂教学活动”。此外，这两个群体之间也出现了一些有趣的差异，这可能反映了这两个国家的文化、价值观和围绕外语教师工作的环境的差异。

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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Motivation to become a teacher of a foreign language

This study explored the reasons which influenced student teachers' decision to become a teacher of a foreign language. A sample of 83 student teachers of English in Morocco and a sample of 69 student teachers of French in the UK completed a questionnaire which asked them to rate the importance of 22 reasons in influencing this decision. Overall, the four reasons which received the highest ratings for importance were: ‘I enjoy the subject I will teach’, ‘I want to help children succeed’, ‘The language (English or French) is important to me’ and ‘I like the activity of classroom teaching’. In addition, however, a number of interesting differences also emerged between the two groups, which may reflect differences in the culture, values and circumstances that surround the work of teachers of a foreign language in these two countries.

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来源期刊

Language Learning Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.50

自引率

5.00%

发文量

期刊介绍： The Language Learning Journal (LLJ) provides a forum for scholarly contributions on current aspects of foreign language and teaching. LLJ is an international, peer-reviewed journal that is intended for an international readership, including foreign language teachers, language teacher educators, researchers and policy makers. Contributions, in English, tend to assume a certain range of target languages. These are usually, but not exclusively, the languages of mainland Europe and ‘Community Languages’; other languages, including English as a foreign language, may also be appropriate, where the discussion is sufficiently generalisable. The following are key areas of interest: -Relationships between policy, theory and practice- Pedagogical practices in classrooms and less formal settings Foreign language learning/teaching in all phases, from early learners to higher and adult education- Policy and practice in the UK and other countries- Classroom practice in all its aspects- Classroom-based research- Methodological questions in teaching and research- Multilingualism and multiculturalism- New technologies and foreign languages