Autonomy and motivation: which comes first?
Autonomy and motivation: which comes first?
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自主性和动机：哪个先有？
DOI：
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发表时间：
2002
期刊：
影响因子：
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通讯作者：
Victoria Chan
中科院分区：
文献类型：
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作者：
M. Spratt;G. Humphreys;Victoria Chan
当动机与自主学习的关系被讨论时，它常常被认为是自主学习的产物。本文提出了一个更复杂的关系，在许多情况下，动机先于自主。它讨论了一些相关的文献，并介绍了从香港大专学生的大规模研究的结果。这项研究旨在评估学生在语言学习中的自主学习准备，包括他们对自己和老师的责任的看法，他们对自己自主学习能力的信心，以及他们对学习英语的动机水平的评估。并通过课外活动和课内活动两种形式，调查了他们自主学习的实际情况。结果表明，动机发挥了关键作用，在这种准备，这导致作者在研究和文献中揭示的自主性和动机之间的关系。研究结果使作者得出结论，动机是一个关键因素，影响学习者准备自主学习的程度，因此，教师可能会努力确保动机之前，他们训练学生成为自主的。
When motivation has been discussed in relation to autonomy in language learning, it has often been put forward as a product of autonomy. This paper suggests a more complex relationship in which motivation in many cases precedes autonomy. It discusses some of the relevant literature and presents results from a large-scale study of Hong Kong tertiary students. The study aimed to assess students’ readiness for learner autonomy in language learning by examining their views of their responsibilities and those of their teachers’, their confidence in their ability to operate autonomously and their assessment of their level of motivation to learn English. It also investigated their actual practice of autonomous learning in the form of both outside and inside class activities. Results indicated that motivation played a key role in this readiness, and this led the authors to look at the relationship between autonomy and motivation as revealed in the study and in the literature. The findings lead the authors to conclude that motivation is a key factor that influences the extent to which learners are ready to learn autonomously, and that teachers might therefore endeavour to ensure motivation before they train students to become autonomous.