Detail Learning motivation in a junior high school EFL context in Taiwan Bibliografi Author: Chang, Shanmao Frank ; Nyikos, Martha (Advisor) Topik: EDUCATION; LANGUAGE AND LITERATURE|EDUCATION; SECONDARY|EDUCATION; EDUCATIONAL PSYCHOLOGY Bahasa: (EN )    ISBN: 0-599-44545-9     Penerbit: Indiana University     Tahun Terbit: 1999     Jenis: Theses - Dissertation Fulltext: 9942902.pdf (0.0B; 18 download) Abstract This study investigated the EFL students' learning motivation in a Taiwanese junior high school context. Whereas recent literature indicated that L2 motivation is context specific, the paucity of studies on Taiwanese EFL students' motivation provides little benefit to EFL educators in this specific context. The study adapted a recent view in educational psychology that motivation is goal-directed behavior in the classroom context because this view is more education-centered and pedagogically oriented than Lambert and Gardner's predominant social psychological view of second language learning motivation. Accordingly, the findings of the study provide applications that are more specific to the EFL classroom. Research findings in educational psychology indicate that students' motivation is closely related to students' confidence in their academic ability and how teachers structure their classroom. Therefore, a major goal of the study was to investigate students' motivation in relation to specific classroom structures and students' confidence in their ability. This study combined both quantitative and qualitative methods to examine students' motivational goal orientations (i.e., mastery and performance goal orientations), the teachers' teaching practices (i.e., the classroom structures), the students' classroom behaviors (i.e., students' motivation behaviors), and students' confidence in their ability. In order to measure students' motivational goal orientations, a motivational questionnaire was administered to 6 classes taught by 6 different teachers. Based on the questionnaire scores, two motivationally different classes participated in the subsequent qualitative case study. Several qualitative techniques were used to collect data: classroom observations, interviews with teachers and students, and document collection. Key findings show that students had both mastery and performance goals but these were attributable to parental influences and fear of negative consequences of academic failures. Both classrooms were highly performance-structured and publicly evaluative, promoting interpersonal comparison among students. Students' individual differences in ability and confidence in their ability were found to mediate students' motivation and classroom behaviors. Low achievers with low confidence in their ability were negatively influenced by the performance-oriented classroom structures more so than their high ability counterparts. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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