Self-determination theory and L2 motivational orientations among pre-service EFL teachers in Korea
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This study examined the statistical effectiveness of the Self-Determination Theory (Deci and Ryan, 1985) in explaining motivations for second language (L2) learning in a particular context of pre-service EFL teachers in Korea. The validity and reliability of intrinsic and extrinsic motivational subscales of the self-determination continuum were measured for structural goodness of the model for this population. Subsequently, these motivational variables were analyzed for their relations with L2 learning orientations and hypothesized antecedents and consequences of self-determination (freedom of choice in English major, perceived L2 competence, intention to continue L2 learning, and anxiety), following Noels et al. (2000). Sixty five English majoring students in the college of pre-service teacher education responded to a survey questionnaire and these data were analyzed using factor analyses, correlations, and multiple regressions. The results showed the general goodness of SDT model in this population. Yet the extrinsic motivation was dominantly existent only in external regulation and the more self-determined scales of introjected and identified were hardly discernible as separate forms. Integrative orientation showed significant correlations only with intrinsic motivations, while instrumentality with both intrinsic and extrinsic, and significant others dominantly with amotivation and extrinsic scales. The significance of integrative orientation was also verified in its role as the best predictor for the learners’ intention to continue English learning. Given this, it is learning orientations, not motivation of any kind, which directly determines the directionality of language learning.
Abstract
This study examined the statistical effectiveness of the Self-Determination Theory (Deci and Ryan, 1985) in explaining motivations for second language (L2) learning in a particular context of pre-service EFL teachers in Korea. The validity and reliability of intrinsic and extrinsic motivational subscales of the self-determination continuum were measured for structural goodness of the model for this population. Subsequently, these motivational variables were analyzed for their relations with L2 learning orientations and hypothesized antecedents and consequences of self-determination (freedom of choice in English major, perceived L2 competence, intention to continue L2 learning, and anxiety), following Noels et al. (2000). Sixty five English majoring students in the college of pre-service teacher education responded to a survey questionnaire and these data were analyzed using factor analyses, correlations, and multiple regressions. The results showed the general goodness of SDT model in this population. Yet the extrinsic motivation was dominantly existent only in external regulation and the more self-determined scales of introjected and identified were hardly discernible as separate forms. Integrative orientation showed significant correlations only with intrinsic motivations, while instrumentality with both intrinsic and extrinsic, and significant others dominantly with amotivation and extrinsic scales. The significance of integrative orientation was also verified in its role as the best predictor for the learners’ intention to continue English learning. Given this, it is learning orientations, not motivation of any kind, which directly determines the directionality of language learning.
참고문헌 (39)
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