教师动机、课堂策略使用、学生动机与第二语言成绩

IF 0.9 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Porta Linguarum Pub Date : 2009-06-01 DOI:10.30827/digibug.31869

Mercè Bernaus, A. Wilson, R. C. Gardner

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引用次数: 146

摘要

本研究的目的是探讨学生的英语学习动机和成绩，以及它们与教师动机和课堂策略使用的关系。研究对象是西班牙加泰罗尼亚地区的31名教师和694名学生。分析的单元是英语课。我们的研究结果表明，教师动机与教师使用激励策略有关，而教师使用激励策略又与学生动机和英语成绩有关。因此，教育制度的任何改变，只要能提高教师的积极性，就应该能提高学生的教育水平。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement

The purpose of this study was to investigate student motivation and achievement in English and their relation to teacher motivation and strategy use in the classroom. Research participants were 31 teachers in Catalonia (Spain) and the 694 students in their classes. The unit of analysis was the English class. The results of our study suggest that teacher motivation is related to teacher use of motivating strategies, which in turn are related to student motivation and English Achievement. Thus, any change in the educational system that promotes higher levels of teacher motivation should result in improved levels of education of the students.

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来源期刊

Porta Linguarum Social Sciences-Education

CiteScore

1.70

自引率

16.70%

发文量

期刊介绍： PORTA LINGUARUM is an international and interuniversity journal that specialises in foreign language didactics. Its aims to publish empirical studies, critical revisions, and theoretical models that relate to the many factors that influence the FL teaching and learning: - The social and school context: the family’s social and cultural influence as well as the student’s mother language and its influence on the L2 learning process, etc. - The students: their personal characteristics (age, gender, personality traits, etc.) as well as their attitudes, motivation, cognitive styles, etc. - The FL teacher: the teacher’s mental representations, attitudes, motivation, individual characteristics, teaching methods, etc. - Learning conditions and the learning process, variables that influence the teaching and learning processes in the classroom: efficiency of teaching strategies, teaching methods and techniques, second language acquisition processes, students and teachers interaction, effect of teaching resources and materials, etc. - Learning outcomes: evaluation of procedures as well as the evaluation of the students’ communicative competence at different academic levels, etc.