Demotivating Factors in Secondary English Education
0
조회
0
다운로드
55
인용
0
참고문헌
키워드
초록
The aim of this study was to identify factors that demotivate Korean junior high school students in learning English. It also examined a possible link between demotivating factors and English proficiency. A self-report 31-item questionnaire was completed by 220 students. The study identified five factors in students’ demotivation: Difficulty of learning English, Teachers’ competence and teaching styles, Characteristics of English classes, Reduced motivation and interest, and Inadequate learning environment. While Difficulty of learning English was found to be the most demotivating factor, Teachers’ competence and teaching styles and Inadequate learning environment were not the strong attributions of demotivation. Unlike Dörnyei’s (2001) original definition of demotivation, the factor-solution of the present study suggests a complex nature of demotivation, indicating that internal causes cannot be ignored as demotivating factors, instead, both internal and external forces contributed to student demotivation. The study also found that students showed somewhat different perceptions of what demotivated them based on their English proficiency. The lower proficient students attributed their demotivation to Difficulty of learning English and Reduced motivation and interest, while the higher proficient students tended to attribute their demotivation to Characteristics of English classes.
Abstract
The aim of this study was to identify factors that demotivate Korean junior high school students in learning English. It also examined a possible link between demotivating factors and English proficiency. A self-report 31-item questionnaire was completed by 220 students. The study identified five factors in students’ demotivation: Difficulty of learning English, Teachers’ competence and teaching styles, Characteristics of English classes, Reduced motivation and interest, and Inadequate learning environment. While Difficulty of learning English was found to be the most demotivating factor, Teachers’ competence and teaching styles and Inadequate learning environment were not the strong attributions of demotivation. Unlike Dörnyei’s (2001) original definition of demotivation, the factor-solution of the present study suggests a complex nature of demotivation, indicating that internal causes cannot be ignored as demotivating factors, instead, both internal and external forces contributed to student demotivation. The study also found that students showed somewhat different perceptions of what demotivated them based on their English proficiency. The lower proficient students attributed their demotivation to Difficulty of learning English and Reduced motivation and interest, while the higher proficient students tended to attribute their demotivation to Characteristics of English classes.
참고문헌 (23)
- Bacon, S. M, "A study of the attitudes, motives, and strategies of university foreign language students and their disposition to authentic oral and written input", The Modern language Journal, 74(4), pp.459~473 (1990)
- Cattell,R.B, "The scree test for the number of factors", Multivariate Behavioral Research, 1, pp.245~276 (1966)
- Chambers,G, "Taking the “de” out of demotivation", Language Learning Journal, 7, pp.13~16 (1993)
- Crookes, G, "Motivation: Reopening the research agenda", Language Learning, 41(4), pp.469~512 (1991)
- Csizér, K, "Language learners’ motivational profiles and their motivated learning behavior", Language Learning, 55(4), pp.613~659 (2005)
- RichardR.Day, "Why Youngkyu Can’t Read", 영어교육, 58(1), pp.285~297 (2003), 한국영어교육학회
- Dörnyei,Z, "Conceptualizing motivation in foreign language learning", Language Learning, 40(1), pp.46~78 (1990)
- Dörnyei,Z, "Motivation and motivating in the foreign language classroom", The Modern Language Journal, 78(3), pp.273~285 (1994)
- Dörnyei,Z, "New themes and approaches in second language motivation research", Annual Review of Applied Linguistics, 21, pp.43~59 (2001)
- Dörnyei,Z, "Teaching and researching motivation" (2001), Longman
- Fabrigar, L. R, "Evaluating the use of exploratory factor analysis in psychological research", Psychological Methods, 4(3), pp.272~299 (1999)
- The other side of motivation: Learner demotivation. In:JALT 2004 Conference Proceedings, "Falout, J", JALT., 280~289 (2005)
- Falout, J, "A comparative study of proficiency and learner demotivation", The Language Teacher, 28(8), pp.3~9 (2004)
- Gardner,R.C, "Social psychology and second language learning: The role of attitude and motivation" (1985), Edward Arnold
- Gardner, R. C, "An instrumental motivation in language study: Who says it isn’t effective?", Studies in Second Language Acquisition, 13(1), pp.57~72 (1991)
- Gorham, J, "Students’ perceptions of teacher behaviors as motivating and demotivating factors in college classes", Communication Quarterly, 40(3), pp.239~252 (1992)
- Gorham, J, "A comparative analysis of teacher and student perceptions of sources of motivation and demotivation in college classes", Communication Education, 46(4), pp.245~261 (1997)
- Ho,M, "Cultural studies and motivation in foreign and second language learning in Taiwan", Language, Culture, & Curriculum, 11(2), pp.165~182 (1998)
- Kim, Kyungja, "A Structural Model for English Achievement Based on Motivation, Gender, and Academic Majors", 응용언어학, 20(1), pp.59~80 (2004), 한국응용언어학회
- Lens, W, "Motivation and de-motivation in secondary education: Student characteristics", Learning & Instruction, 1(2), pp.145~159 (1991)
- Sakai, H, "An analysis of demotivators in the EFL classroom", System, 37(1), pp.57~69 (2009)
- Trang, T. T, "Demotivation: Understanding resistance to English language learning: The case of Vietnamese students", The Journal of Asia TEFL, 4(1), pp.79~105 (2007)
- Zhang,Q, "Teacher misbehaviors as learning demotivators in college classrooms: A cross-cultural investigation in China, Germany, Japan, and the United States", Communication Education, 56, pp.209~227 (2007)