Teacher demotivational factors in the Japanese language teaching context
Teacher demotivational factors in the Japanese language teaching context
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日语教学中教师的消极因素
DOI：
10.1016/j.sbspro.2010.07.036
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
T. Sugino
中科院分区：
文献类型：
--
作者：
T. Sugino
正如动机在二语习得研究中的重要性一样，去动机也是一个重要因素。尽管动机丧失的重要性在一般情况下，只有有限的研究存在于教师的动机丧失。本文的目的是探讨在日本的语言教师动机丧失的来源。本研究通过对97名高校教师的调查发现，在37个条目中，前七名中有五个条目与学生态度有关。动机最低的项目与教材和学生能力的差异有关，尽管许多人回答说，“没有明确目标的课程一致性”会进一步降低他们的动机。研究结果还表明，特定的文化和学校的特定因素也可能导致动力减退。
Just as motivation is important in SLA research, demotivation constitutes an important factor. Despite the importance of demotivation in general, only a limited number of studies exist on teacher demotivation.The aim of this paper is to examine sources of demotivation among language teachers in Japan. This study investigating teacher demotivation among 97 college teachers demonstrated that of 37 items, five out of the top seven items are related to student attitudes. The least motivating items are related to teaching material and discrepancy in student abilities though many responded that ‘No consistency in curriculum with clear goals’ would demotivate them further. The results also showed that culturally specific and school specific factors may lead to demotivation as well.