Understanding motivation-in-action from a Dynamic Systems Approach

• Nitta Ryo

• Asano Ryoko

抄録

We report on part of an ongoing longitudinal study on students' motivational changes in EFL classrooms. Research on second language (L2) motivation has traditionally focused on a static state, or what type of motivation contributes to successful L2 learning, but such choice motivation is different from executive motivation needed for sustaining a long period of learning. Drawing on a process model of L2 motivation (Dornyei & Otto, 1998), this study examines how first year university students' executive motivation changes from the beginning to the end of EFL courses over one year (n=164). In addition to pre-course and post-course questionnaires, short weekly questionnaires are provided at the end of every class for self-assessing students' own motivation towards the class. Together with qualitative analysis of teacher reflection, the findings uncover underlying reasons for motivational fluctuation and evolution in EFL classrooms.

収録刊行物

• 名古屋学院大学論集　言語・文化篇

  名古屋学院大学論集　言語・文化篇 21 (2), 37-49, 2010-03-31

  名古屋学院大学総合研究所

詳細情報

• CRID: 1390009224749427456
• NII論文ID: 120005662482
• NII書誌ID: AA11290804
• DOI: 10.15012/00000526
• NDL書誌ID: 10681849
• ISSN: 1344364X
• Web Site: https://ngu.repo.nii.ac.jp/records/534
• Web Site: https://ndlsearch.ndl.go.jp/books/R000000004-I10681849
• 本文言語コード: en
• データソース種別:
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  • IRDB
  • NDL
  • CiNii Articles
  • KAKEN
• 抄録ライセンスフラグ: 使用可