Perceptions of Teachers' Communicative Style and Students' Intrinsic and Extrinsic Motivation.  

Oleh:

Pelletier, Luc G. ; Clement, Richard ; Noels, Kimberly A.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Modern Language Journal (sebagian Full Text & ada di JSTOR) vol. 83 no. 1 (Jan. 1999), page 23-34.
Topik: Teachers' Communicative Style; Intrinsic Motivation; Extrinsic Motivation
Fulltext: Vol 83 no 1 pp.23-34.pdf (384.05KB)

Isi artikel

This study considers how students' perceptions of their teachers' communicative style, particu- larly the extent to which teachers are perceived to support students' autonomy and to provide useful feedback about students' learning progress, are related to students' extrinsic and intrinsic motivational orientations. It also examines the link between these variables and various language learning outcomes, including effort, anxiety, and language competence. Students registered in a summer French immersion course (N = 78) completed a question- naire that was used to assess the constructs described above. Correlational analyses determined that stronger feelings of intrinsic motivation were related to positive language learning out- comes, including greater motivational intensity, greater self-evaluations of competence, and a reduction in anxiety. Moreover, perceptions of the teacher's communicative style were related to intrinsic motivation, such that the more controlling and the less informative students perceived the teacher to be, the lower students' intrinsic motivation was. The implications of perceptions of teacher communicative style for motivation and language learning outcomes are discussed.

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