Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes
Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes
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DOI：
10.1111/j.1540-4781.2013.12004.x
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发表时间：
2013-06-01
影响因子：
4.9
通讯作者：
Walter, Catherine
中科院分区：
文献类型：
--
作者：
Busse, Vera;Walter, Catherine
本文报道了一项研究，涉及一年级的现代外语学生就读于德国学位课程在两所主要大学在英国。它从动机的角度探讨了这些学生的经验。纵向混合方法的方法，以解决时间和上下文敏感的性质的动机属性。数据表明，尽管学生们越来越希望精通德语，但他们在这一年中学习语言的努力却有所减少。这种变化发生在与内在动机和自我效能信念水平下降。本文以学生从学校到大学的过渡经历为背景，探讨了高等教育中动机变化与情境因素之间的关系。最后，本文提出了针对现代外语专业学生在大学一年级学习动机下降的教学建议。
This article reports on a study involving first-year modern foreign languages students enrolled in German degree courses at two major universities in the United Kingdom. It explores the experience of these students from a motivational angle. A longitudinal mixed-methods approach was employed in order to address the time- and context-sensitive nature of motivational attributes. The data suggest that despite students' increasing wish to become proficient in German, their effort to engage with language learning decreased over the course of the year. This change occurred in conjunction with decreasing levels of intrinsic motivation and self-efficacy beliefs. The relationships between motivational changes and contextual factors in higher education are discussed against the backdrop of students' transition experience from school to university. The article concludes by outlining pedagogical suggestions for how to counteract decreasing motivation of modern foreign languages students during their first year university studies.