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Pedagogic Relations of Achievement Goal Model and Critical Literacy Development in Korea’s EFL Contexts

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현대영어교육학회 (The Modern English Education Society)|2008.12|현대영어교육 (Modern English Education)|제9권 제3호|pp. 102-122

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참고문헌

초록

This study reports the extent to which achievement goal theory can be applied to critical literacy education regarding its pedagogical implications in Korean classroom settings. Considering the learner’s personal dispositions, the construct of ‘mastery orientation’ in achievement goal model is commensurate largely with ‘intrinsic motivation’ in self-determination theory, and ‘integrative orientation’ in Gardner’s motivation theory as well. It is, however, increasingly clear that the pursuit of performance goals, often called ego-involvement goals, is underpinned by differentiated psychological attributions derived more from external sources involving social competition and comparison. Based on the implications of Gardner’s motivation theory, then, it is reasonable to take into account Korea’s sociocultural practices in school contexts; hierarchical teacher-student relationships and authoritative classroom instruction involve the top-down transmission of knowledge. Accordingly, the psychological burdens derived from conventionalized external factors and weak desires for potential pragmatic gains may entice most of EFL students to demonstrate avoidance behaviors to both of task-oriented and ego-oriented goal pursuits in classroom instruction for critical literacy skills.

Abstract

This study reports the extent to which achievement goal theory can be applied to critical literacy education regarding its pedagogical implications in Korean classroom settings. Considering the learner’s personal dispositions, the construct of ‘mastery orientation’ in achievement goal model is commensurate largely with ‘intrinsic motivation’ in self-determination theory, and ‘integrative orientation’ in Gardner’s motivation theory as well. It is, however, increasingly clear that the pursuit of performance goals, often called ego-involvement goals, is underpinned by differentiated psychological attributions derived more from external sources involving social competition and comparison. Based on the implications of Gardner’s motivation theory, then, it is reasonable to take into account Korea’s sociocultural practices in school contexts; hierarchical teacher-student relationships and authoritative classroom instruction involve the top-down transmission of knowledge. Accordingly, the psychological burdens derived from conventionalized external factors and weak desires for potential pragmatic gains may entice most of EFL students to demonstrate avoidance behaviors to both of task-oriented and ego-oriented goal pursuits in classroom instruction for critical literacy skills.

참고문헌 (45)

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