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Learning motivation in a junior high...

Chang, Shanmao Frank.

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Learning motivation in a junior high school EFL context in Taiwan.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Learning motivation in a junior high school EFL context in Taiwan./
作者:	Chang, Shanmao Frank.
面頁冊數:	168 p.
附註:	Source: Dissertation Abstracts International, Volume: 60-08, Section: A, page: 2838.
Contained By:	Dissertation Abstracts International60-08A.
標題:	Language arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9942902
ISBN:	9780599445451

Learning motivation in a junior high school EFL context in Taiwan.
Chang, Shanmao Frank.

Learning motivation in a junior high school EFL context in Taiwan. - 168 p.

Source: Dissertation Abstracts International, Volume: 60-08, Section: A, page: 2838.

Thesis (Ph.D.)--Indiana University, 1999.

This item must not be sold to any third party vendors.

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.

ISBN: 9780599445451Subjects--Topical Terms:

532624
Language arts.

Learning motivation in a junior high school EFL context in Taiwan.
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245 1 0 $a Learning motivation in a junior high school EFL context in Taiwan.
300 $a 168 p.
500 $a Source: Dissertation Abstracts International, Volume: 60-08, Section: A, page: 2838.
500 $a Chairman: Martha Nyikos.
502 $a Thesis (Ph.D.)--Indiana University, 1999.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a 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.
520 $a 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.
520 $a 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.
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