{"title":"Motivation to become a teacher of a foreign language","authors":"C. Kyriacou, N. Benmansour","doi":"10.1080/09571739985200131","DOIUrl":null,"url":null,"abstract":"This study explored the reasons which influenced student teachers' decision to become a teacher of a foreign language. A sample of 83 student teachers of English in Morocco and a sample of 69 student teachers of French in the UK completed a questionnaire which asked them to rate the importance of 22 reasons in influencing this decision. Overall, the four reasons which received the highest ratings for importance were: ‘I enjoy the subject I will teach’, ‘I want to help children succeed’, ‘The language (English or French) is important to me’ and ‘I like the activity of classroom teaching’. In addition, however, a number of interesting differences also emerged between the two groups, which may reflect differences in the culture, values and circumstances that surround the work of teachers of a foreign language in these two countries.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.2000,"publicationDate":"1999-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739985200131","citationCount":"25","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Learning Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/09571739985200131","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 25
Abstract
This study explored the reasons which influenced student teachers' decision to become a teacher of a foreign language. A sample of 83 student teachers of English in Morocco and a sample of 69 student teachers of French in the UK completed a questionnaire which asked them to rate the importance of 22 reasons in influencing this decision. Overall, the four reasons which received the highest ratings for importance were: ‘I enjoy the subject I will teach’, ‘I want to help children succeed’, ‘The language (English or French) is important to me’ and ‘I like the activity of classroom teaching’. In addition, however, a number of interesting differences also emerged between the two groups, which may reflect differences in the culture, values and circumstances that surround the work of teachers of a foreign language in these two countries.
期刊介绍：
The Language Learning Journal (LLJ) provides a forum for scholarly contributions on current aspects of foreign language and teaching. LLJ is an international, peer-reviewed journal that is intended for an international readership, including foreign language teachers, language teacher educators, researchers and policy makers. Contributions, in English, tend to assume a certain range of target languages. These are usually, but not exclusively, the languages of mainland Europe and ‘Community Languages’; other languages, including English as a foreign language, may also be appropriate, where the discussion is sufficiently generalisable. The following are key areas of interest: -Relationships between policy, theory and practice- Pedagogical practices in classrooms and less formal settings Foreign language learning/teaching in all phases, from early learners to higher and adult education- Policy and practice in the UK and other countries- Classroom practice in all its aspects- Classroom-based research- Methodological questions in teaching and research- Multilingualism and multiculturalism- New technologies and foreign languages
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