Self-Determination theory and tasks A motivational framework for TBLT research
Self-Determination theory and tasks A motivational framework for TBLT research
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自决理论和任务 TBLT 研究的动机框架
DOI：
10.1075/task.21024.lee
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发表时间：
2023
期刊：
影响因子：
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通讯作者：
Paul Leeming and Justin Harris
中科院分区：
文献类型：
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作者：
横溝 紳一郎;山田智久;竹村雅史;Paul Leeming and Justin Harris
研究任务型教学法的研究人员已经使用心理语言学和社会语言学理论来支持这一方法，但对动机框架的讨论却很有限。在任务型教学中建立动机的框架有助于加深我们对学习者动机的理解，并可用于未来的研究。本文认为，自我决定理论是一个合适的框架。在简要描述了任务型教学和SDT的关键原则之后，本文展示了SDT如何帮助我们理解任务的动机益处。它概述了SDT的六个小理论，并将它们与现有的研究相结合，以突出这些理论如何解释结果。然后就如何将这些理论用于未来的课堂研究提出了一些建议。
Researchers investigating TBLT have used psycholinguistic and sociolinguistic theories in support of the approach, but there has been limited discussion of motivational frameworks. A framework for motivation within TBLT would enhance our understanding of learner motivation, and could be utilised in future studies. This paper argues that Self-Determination Theory is an appropriate framework. After briefly describing the key tenets of TBLT and SDT, the paper shows how SDT helps us understand the motivational benefits of tasks. It outlines the six mini-theories of SDT, and aligns them with existing studies to highlight how results may be explained by these theories. Some suggestions are then provided as to how these theories can be used for conducting future classroom-based research.