Pre-service English Teachers' English Learning Motivation Reflected in Language Learning Autobiographies
1
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study discussed second language motivation of pre-service English teachers in a Korean EFLcontext. To explore prospective English teachers’ distinct motivational profiles, this study provided in-depthunderstanding of prospective English teachers’ L2 motivational features from both quantitative and qualitativeperspectives in a way one complements the other. First, Dörnyei’s L2 Motivational Self System questionnaire was administered and its results were reported on L2 Motivational constructs including criterion measures, ideal L2 self,ought-to L2 self, family influence, promotional instrumentality, preventional instrumentality, attitudes to learningEnglish, cultural interest, attitudes to L2 community, and integrativeness. In the line with previous research, ought-toL2 self, preventional instrumentality, and family influence were scored lower than the other constructs, in bothlow-motivation and high-motivation groups alike. In addition to the quantitative data, this study also reportedqualitative data including pre-service teachers’ language learning autobiographies. It was interesting to note thatconstructs such as English as a subject to cram, parents, teachers as role model, and major-specific motivationsurfaced as repeated themes, which did not resonate with the quantitative results. The implication of this study istwofold. First, methodologically speaking, quantitative and qualitative data may complement each other. Secondly,pedagogically, language learning autobiography writing enables pre-service English teachers to reflect on their own language learning motivation.
Abstract
This study discussed second language motivation of pre-service English teachers in a Korean EFLcontext. To explore prospective English teachers’ distinct motivational profiles, this study provided in-depthunderstanding of prospective English teachers’ L2 motivational features from both quantitative and qualitativeperspectives in a way one complements the other. First, Dörnyei’s L2 Motivational Self System questionnaire was administered and its results were reported on L2 Motivational constructs including criterion measures, ideal L2 self,ought-to L2 self, family influence, promotional instrumentality, preventional instrumentality, attitudes to learningEnglish, cultural interest, attitudes to L2 community, and integrativeness. In the line with previous research, ought-toL2 self, preventional instrumentality, and family influence were scored lower than the other constructs, in bothlow-motivation and high-motivation groups alike. In addition to the quantitative data, this study also reportedqualitative data including pre-service teachers’ language learning autobiographies. It was interesting to note thatconstructs such as English as a subject to cram, parents, teachers as role model, and major-specific motivationsurfaced as repeated themes, which did not resonate with the quantitative results. The implication of this study istwofold. First, methodologically speaking, quantitative and qualitative data may complement each other. Secondly,pedagogically, language learning autobiography writing enables pre-service English teachers to reflect on their own language learning motivation.
참고문헌 (31)
- Allan, D., "The Oxford Placement Text" (2001), Oxford University Press
- Brown, H. D., "Principles of language learning and teaching: a course in second language acquisition" (2014), Pearson Education
- Cheng, H. -F., "The use of motivational strategies in language instruction: the case of EFL teaching in Taiwan", Innovation in Language Learning and Teaching, 1(1), pp.153~174 (2007)
- 최덕인, "한국 중학생의 영어 학습 동기와 탈동기 요인: 상위권 학습자와 하위권 학습자 비교연구", 영어영문학연구, 39(2), pp.245~274 (2013), 대한영어영문학회[DOI]
- Csizer, K., "Language learners’motivation profiles and their motivated learning behavior", Language Learning, 55(4), pp.613~659 (2005)
- Csizer, K., "The internal structure of language learning motivation and its relationship with language choice and learning effort", Modern Language Journal, 89, pp.19~36 (2005)
- Dörnyei, Z., "Motivation in second and foreign language learning", Language Teaching, 31, pp.117~135 (1998)
- Dörnyei. Z., "Motivational Strategies in the Language Classroom" (2001), Cambridge University Press
- Dörnyei. Z., "The Psychology of the Language Learner: Individual Differences in Second Language Acquisition" (2005), Lawrence Erlbaum Associates
- Dörnyei, Z., "Motivation, language identity and the L2 self", pp.9~42 (2006), Multilingual Matters
- Dörnyei. Z., "Towards a better understanding of the L2 learning experience, the Cinderella of the L2 motivational self system", Studies in Second Language Learning and Teaching, 9(1), pp.19~30 (2019)
- Dörnyei, Z., "The motivational foundation of learning language other than global English: Theoretical issues and research directions", The Modern Language Journal, 101(3), pp.455~468 (2017)
- Dörnyei, Z., "Some dynamics of language attitudes and motivation: results of a longitudinal nationwide survey", Applied Linguistics, 23(4), pp.421~462 (2002)
- Dörnyei, Z., "The effects of intercultural contact and tourism on language attitudes and language learning motivation", Journal of Language and Social Psychology, 24(4), pp.327~357 (2005)
- Dörnyei, Z., "Teaching and researching motivation" (2011), Pearson Longman
- 황정희, "대학 교양영어 수강자들의 영어 학습동기와 동기 변화에 관한 사례 연구", 영어교과교육, 12(1), pp.97~121 (2013), 한국영어교과교육학회[DOI]
- Johnson, M., "A longitudinal perspective on EFL learning motivation in Japanese engineering students", pp.189~205 (2013)
- 김해동, "대학생과 고교생의 영어 학습 동기와 학습 전략 변화 비교", 응용언어학, 19(1), pp.10~212 (2003), 한국응용언어학회
- 김경자, "한국 중등 학생들의 영어학습 동기모형과 변화: 종단연구", 영어교육, 71(2), pp.141~162 (2016), 한국영어교육학회[DOI]
- 김태영, "The Dynamics of L2 Self and L2 Learning Motivation: A Qualitative Case Study of Korean ESL Students", 영어교육, 64(3), pp.133~154 (2009), 한국영어교육학회[DOI]
- 김태영, "Ideal L2 Self and Sensitization in L2 Learning Motivation: A Case Study of Two Korean ESL Students", 영어학, 10(2), pp.321~351 (2010), 한국영어학회[DOI]
- 김태영, "The L2 Motivational Self System of Korean EFL Students: Cross-grade Survey Analysis", 영어교육, 67(1), pp.29~56 (2012), 한국영어교육학회[DOI]
- 이송희, "우리나라 하위권 영어학습자의 영어 학습동기와 탈동기: 초등학생과 고등학생 비교 연구", Studies in English Education, 20(3), pp.169~194 (2015), 글로벌영어교육학회
- 이연실, "한국 초등학생의 영어 학습 동기와 영어 학업 성취도: 제 2언어 자아, 국제적인 자세, 가족의 지지의 효과", 현대영어교육, 14(1), pp.127~152 (2013), 현대영어교육학회
- Mang, E., "The effects of motivation on language learning", Modern English Education, 2(2), pp.157~170 (2001)
- Muir, C., "Role models in language learning: Results of a large-scale international survey", Applied Linguistics, pp.1~24 (2019)
- Posada-Ortiz, J., "Autobiographies: a tool to depict English language learning experiences", Gist Education and Learning Research Journal, 18, pp.161~179 (2019)
- 심재황, "A Study of Foreign Language Learning Motivation in Korean University Students", 영미어문학, (99), pp.287~306 (2011), 한국영미어문학회
- Taguchi, T., "Motivation, language identity and the L2self", pp.66~97 (2009), Multilingual Matters
- Taylor, P. C., "Critical autobiographical research for science educators", Journal of Science Education Japan, 27(4), pp.233~244 (2003)
- Vallerand, R. J., "Toward a hierarchical model of intrinsic and extrinsic motivation", Advances in Experimental Social Psychology, 29, pp.271~360 (1997)