对外英语教学的初始职业动机与失动力:以韩国英语教师为例

IF 0.9 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Porta Linguarum Pub Date : 2015-06-01 DOI:10.30827/DIGIBUG.53801

Tae-Young Kim, Yoon-Kyoung Kim

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引用次数: 12

摘要

为了拓宽对英语教师工作动机的理解，本研究考察了韩国英语教师的初始工作动机和工作动机的影响因素。关于最初的职业动机，出现了四种心理构念:全球导向、工作保障、利他主义和应该自我。在这些构念中，全球取向被证明是选择英语教学职业最普遍的原因。本研究还发现了影响英语教师动机的三种因素:交际性语言教学障碍、行政支持不足和缺乏社会认可。研究表明，交际性语言教学的障碍是最大的动机障碍。

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Initial Career Motives and Demotivation in Teaching English as a Foreign Language: Cases of Korean EFL Teachers

In order to broaden understanding of English as a foreign language (EFL) tea- cher motivation, this study examines Korean EFL teachers’ initial job motives and demotiva- ting factors. Four psychological constructs emerged regarding initial career motives: Global Orientation, Job Security, Altruism, and Ought-to Self. Among the constructs, global orien- tation proved to be the most popular reason for choosing an EFL teaching career. This study also showed three constructs for detrimental factors on EFL teacher motivation: Obstacles to Communicative Language Teaching, Inadequate Administrative Support, and Lack of Social Recognition. It was shown that obstacles to communicative language teaching contributed to the greatest demotivation.

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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.