Changes in Anxiety and Motivation in a Content-Based Intensive English Program
0
조회
0
다운로드
5
인용
0
참고문헌
키워드
초록
The goal of this study is to find out if any changes occur in EFL learners’ anxiety and motivation between before and after a content-based intensive EFL program, which is a sort of CBI. The study is a replication study of Hwang (2002), and the results of the two studies are compared. Hwang (2002) reported that through a college CBI course, learners’ anxiety was lowered and the motivation of the utilitarian goal orientation increased significantly but that of the mastery or learning and the ego-social orientation didn’t. The current study finds the followings: 1) learners’ anxiety level gets lowered. to a greater extent than the results obtained in Hwang’s study; 2) only the motivation of the ego-social goal orientation increases significantly while the motivation of the other two types do not. The different results between the two studies are attributed to the different nature of the program of each study. The intensive immersion program of CBI lets learners have more social interactions, and thus get motivated through the ego-social orientation. In turn, it raises integrative motivation. We conclude that universities should run a CBI program in various forms to help students get motivated through various goal orientations.
Abstract
The goal of this study is to find out if any changes occur in EFL learners’ anxiety and motivation between before and after a content-based intensive EFL program, which is a sort of CBI. The study is a replication study of Hwang (2002), and the results of the two studies are compared. Hwang (2002) reported that through a college CBI course, learners’ anxiety was lowered and the motivation of the utilitarian goal orientation increased significantly but that of the mastery or learning and the ego-social orientation didn’t. The current study finds the followings: 1) learners’ anxiety level gets lowered. to a greater extent than the results obtained in Hwang’s study; 2) only the motivation of the ego-social goal orientation increases significantly while the motivation of the other two types do not. The different results between the two studies are attributed to the different nature of the program of each study. The intensive immersion program of CBI lets learners have more social interactions, and thus get motivated through the ego-social orientation. In turn, it raises integrative motivation. We conclude that universities should run a CBI program in various forms to help students get motivated through various goal orientations.
참고문헌 (39)
- Aida,Y., "Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety: The case of students of Japanese", Modern Language Journal, 78(2), pp.155~168 (1994)
- Alpert, R., "Anxiety in academic achievement situation", Journal Abnormal and Social Psychology, 61(1), pp.207~215 (1960)
- Brinton, D. M., "Content-based second language instruction" (1989), Newbury House
- Brown,H.D., "Teaching by principles: an interactive approach to language pedagogy" (2001), Longman
- Brown,H.D., "Principles of language learning and teaching" (2001), Prentice-Hall
- Cl?ent, R., "Motivation, self-confidence, and group-cohesion in the foreign language classroom", Language Learning, 44(3), pp.418~448 (1994)
- Deci, E. L., "Intrinsic motivation and self- determination in human behaviour" (1995), Plenum
- D?nyei,Z., "Conceptualizing motivation in foreign language learning", Language Learning, 40(1), pp.45~78 (1990)
- Elkhafaifi,H., "Listening comprehension and anxiety in the Arabic language classroom", The Modern Language Journal, 89(2), pp.206~220 (2005)
- Ellis,R., "The study of second language acquisition" (1997), Oxford University Press
- Gardner,R.C., "Social psychology and second language learning" (1985), Edward Arnold
- Gardner, R. C., "Attitudes and motivation in second language learning" (1972), Newbury House
- Gardner, R. C., "On the measurement of affective variables in second language learning", Language Learning, 43(1), pp.157~194 (1993)
- Gardner, R. C., "Second language acquisition: A social psychological perspective", Canadian Modern Language Review, 32(1), pp.198~213 (1976)
- Gregersen, T., "Language learning and perfectionism: Anxious and non-anxious language learners’ reactions to their own oral performance", The Modern Language Journal, 86(4), pp.562~570 (2002)
- Harter, S., "A model on the relationship among children’s academic achievement and their self-perceptions of competence, control and motivational orientations. In : The development of achievement motivation", pp.21~ (1984)
- Hashimoto,Y., "Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context", Second Language Studies, 29(1), pp.29~70 (2002)
- Hayamizu, T., "Cognitive motivational processes mediated by achievement goal tendencies", Japanese Psychological Research, 31(3), pp.179~189 (1989)
- Horwitz, E. K., "Foreign language classroom anxiety scale" (1983), University of Texas
- Horwitz, E. K., "Language anxiety and achievement", Annual Review of Applied Linguistics, 21, pp.112~126 (2001)
- Horwitz, E. K., "Foreign language classroom anxiety", Language Journal, 84(2), pp.256~259 (1986)
- Hwang,J.-B., "L2 learners’ anxiety and motivation in an English-only content-based class", English Teaching, 57(1), pp.193~211 (2002)
- Kang,A.-J., "How to promote comprehension and participation in CBI courses: the SIOP model", English Teaching, 60(4), pp.159~196 (2005)
- Kim,H.-J., "Language anxiety, perceived competence, willingness to communicate, and motivation as predictors of second language communication frequency: The Korean EFL context", Foreign Languages Education, 12(1), pp.161~184 (2005)
- Lee,H.-M., "A case study of university-level immersion: One class for two goals", English Teaching, 61(3), pp.145~168 (2006)
- MacIntyre,P.D., "How does anxiety affect second language learning? A reply to Sparks Granschow", Modern Language Journal, 79(1), pp.90~99 (1995)
- MacIntyre, P. D., "Anxiety and second language learning: toward a theoretical clarification", Language Learning, 39(2), pp.251~275 (1989)
- MacIntyre, P. D., "The subtle effects of language anxiety on cognitive processing in the second language", Language Learning, 47(2), pp.265~287 (1994)
- Noels, K., "Perception of teachers’ communicative style and students’ intrinsic and extrinsic motivation", The Modern Language Journal, 83(1), pp.23~34 (1999)
- Norris-Holt,J., "Motivation as a contributing factor in second language acquisition", The Internet TESL Journal, 7(6) (2001)
- Omagio Hadely,A., "Teaching language in context" (2000), Heinle & Heinle
- Oxford, R. L., "Anxiety in the language learner: New insights. In : Affect in language learning", pp.58~67 (1999), Cambridge University Press
- Phillips,E.M., "The effects of language anxiety on students’ oral test performance and attitudes", Modern Language Journal, 76(1), pp.14~26 (1992)
- Picca,T., "Tradition and transition in English teaching methodology", System, 28(1), pp.1~18 (2000)
- Ryan, R. M., "Perceived locus of causality and internalization: Examining reasons for acting in two domains", Journal of Personality and Social Psychology, 57(5), pp.749~761 (1989)
- Stevick,E., "Teaching Language: A Way and Ways" (1980), Newbury House
- Yashima,T., "Willingness to communicate in a second language: The Japanese EFL context", The Modern Language Journal, 85(1), pp.54~66 (2002)
- Wang,G., "Humanistic approach and affective filters in foreign language teaching", Sino-US English Teaching, 2(5), pp.1~5 (2005)
- Wen, X., "The relationship between motivation and expectancy factors and foreign language achievement", 박사, pp.1991