Detail Motivation and its change in EFL contexts (foreign language learning motivation) Bibliografi Author: Kang, Dong-Ho ; Mikulecky, Larry (Advisor) Topik: EDUCATION; LANGUAGE AND LITERATURE|EDUCATION; EDUCATIONAL PSYCHOLOGY|LITERATURE; ENGLISH Bahasa: (EN )    ISBN: 0-599-53264-5     Penerbit: Indiana University     Tahun Terbit: 1999     Jenis: Theses - Dissertation Fulltext: 9950805.pdf (0.0B; 16 download) Abstract The current debate on the motivational theory might result from the lack of in-depth investigation of classroom language learning motivation. Even though social-psychologists such as Gardner and his associates provided valuable development in second language learning motivational theory, we do not know what kinds of motivations exist in the formal classroom and how those change over time, in particular in Korean foreign language learning contexts. Understanding the source of motivation and the development of motivation is very important for educational purposes. Therefore, the purpose of this longitudinal study of 234 students was to identify (1) the Korean students' motivations for learning English during both middle school and high school years; (2) how motivations at these two times differ; (3) how situational contexts between high schools and vocational high schools are related to students' motivation; and (4) how gender is related to students' motivations. The L2 motivation data in both the middle school year (1997) and high school year (1998) were factor analyzed to extract underlying motivation factors. Pearson product-moment correlations were used to assess the relationships among the motivation factors. Discriminant function analysis was used to examine the effects of gender on the motivations in the middle school years. Students' motivations at two times were compared to identify students' motivational changes. MANOVA (multivariate analysis of variance) was used to assess the effects of gender and situational factors of high schools on the motivations. The results indicate (1) that integrative reasons for L2 learning were the most significant; (2) the intrinsic/extrinsic motivations, combined with cognitive constructs, i.e., goal salience, attributions, and self-confidence, were mainly involved with changes in L2 motivations; and (3) females consistently reported higher integrative orientation and more positive attitudes toward learning situations than males. In conclusion formal classroom-related motivations, i.e., intrinsic/extrinsic, were more involved with L2 motivations, rather than traditional integrative/instrumental motivation, in Korean secondary school contexts. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

Copyright © 2006, 2007 Unika Atma Jaya, all rights reserved