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Reconceptualizing L2 Learning Demotivation from a Vygotskian Activity Theory Perspective

김윤경|김태영
한국영어교육학회 (Korea Association Of Teachers Of English)|2013.12|영어교육 (English Teaching)|제68권 제4호|pp. 141-163|DOI 10.15858/engtea.68.4.201312.141

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참고문헌

키워드

Activity Theorylearner perceptiondemotivationtensioncommensurability
주제분류영어와문학

초록

This theoretical position paper highlights how second language (L2) learning demotivation or decrease in motivation can be reconceptualized within the framework of Vygotskian Activity Theory (AT). Previous demotivation studies primarily focused on determining the demotivating factors. There has not been sufficient academic attention to the dynamic interaction between L2 learners and their potential factors for demotivation. In this paper, we attempted to apply AT in order to explain this intricate demotivation process, particularly focusing on L2learners’ subjective perceptions of their learning environment. From the perspective of AT, L2 learners’ learning-related activities are seen as activities composed of subject, object, mediational tool, community, rule, and division of labor. Describing a learner’s L2 learning experience in Lantolf and Genung’s (2002) study, we argue that the tensions emerging between the elements in the activity system result in demotivation. Future directions and the issue of commensurability of AT with other theories are discussed.

Abstract

This theoretical position paper highlights how second language (L2) learning demotivation or decrease in motivation can be reconceptualized within the framework of Vygotskian Activity Theory (AT). Previous demotivation studies primarily focused on determining the demotivating factors. There has not been sufficient academic attention to the dynamic interaction between L2 learners and their potential factors for demotivation. In this paper, we attempted to apply AT in order to explain this intricate demotivation process, particularly focusing on L2learners’ subjective perceptions of their learning environment. From the perspective of AT, L2 learners’ learning-related activities are seen as activities composed of subject, object, mediational tool, community, rule, and division of labor. Describing a learner’s L2 learning experience in Lantolf and Genung’s (2002) study, we argue that the tensions emerging between the elements in the activity system result in demotivation. Future directions and the issue of commensurability of AT with other theories are discussed.

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관련 논문AI추천

Reconceptualizing L2 Motivation Theory: Vygotskian Activity Theory ApproachKim, Tae-Young한국영어교육학회 · 영어교육2005 · 제60권 제4호The Dynamics of L2 Self and L2 Learning Motivation: A Qualitative Case Study of Korean ESL Students김태영한국영어교육학회 · 영어교육2009 · 제64권 제3호English Learning Demotivation Studies in the EFL Contexts: State of the Art김윤경, 김태영현대영어교육학회 · 현대영어교육2013 · 제14권 제1호Demotivation and L2 Motivational Self of Korean College Students김신혜한국영어교육학회 · 영어교육2015 · 제70권 제1호L2 Learning Motivation from a Sociocultural Theory Perspective: Theory, Concepts, and Empirical EvidenceKim, Tae-Young한국영어교육학회 · 영어교육2006 · 제61권 제4호행위이론 관점에서 본 초등 영어교사의 교수 동기 양상 및 변화김태영, 안정주팬코리아영어교육학회 · 영어교육연구2016 · 제28권 제1호

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