Teachers’ conceptions of motivation and motivating practices in second-language learning: A self-determination theory perspective
Teachers’ conceptions of motivation and motivating practices in second-language learning: A self-determination theory perspective
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教师第二语言学习动机的概念和激励实践：自我决定理论的视角
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
M. Ramírez
中科院分区：
文献类型：
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作者：
A. Muñoz;M. Ramírez
基于自主理论，我们在哥伦比亚麦德林的一家私立语言中心进行了一项探索性研究，旨在确定教师在第二语言教学中对动机和激励实践的信念。为了收集数据，对65名教师进行了调查；在这一最初的群体中，有11名教师在2012年的课堂上接受了采访和观察。结果表明，教师促进动机的潜力主要集中在关联性上，虽然教师认识到促进自主和能力的积极和有益的影响，但他们的教学实践并没有证明这些信念。根据研究结果，我们得出的结论是，为了促进自主和能力的提高，重要的是首先要建立正确的社会条件，即有意义的师生关系。
Based on self-determination theory, we conducted an exploratory study aimed at identifying teachers’ beliefs about motivation and motivating practices in second-language teaching at a private language center in Medellin, Colombia. To gather data, 65 teachers were surveyed; from this initial group, 11 were interviewed and observed in class during 2012. The results show that teachers’ potential to promote motivation is mostly centered on relatedness and that while teachers recognize the positive and beneficial effects of promoting autonomy and competence, their teaching practices do not evidence those beliefs. Based on the results, we conclude that in order to promote autonomy and competence, it is important, first of all, to establish the right social conditions, i.e. meaningful teacher-student relationships.
影响因子：
7.6
作者：
RYAN, RM;CONNELL, JP
通讯作者：
CONNELL, JP
影响因子：
5
作者：
DECI, EL;EGHARRI, H;LEONE, DR
通讯作者：
LEONE, DR