英語学習における動機づけを高める授業実践 : 自己決定理論の視点から

DOI 機関リポジトリ
  • 廣森 友人
    日本学術振興会:北海道大学大学院国際広報メディア研究科

書誌事項

タイトル別名
  • Instructional intervention on motivating English learners : The Self-Determination Theory viewpoint
公開日
2006
資源種別
journal article
DOI
  • 10.24539/let.43.0_111
公開者
外国語教育メディア学会(LET)

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説明

This study investigates whether or not it is possible to motivate English learners by introducing an instructional intervention based on the theoretical perspective of Self-Determination Theory (henceforth, SDT). SDT postulates three psychological needs that enhance human motivation, namely, the need for autonomy, the need for competence, and the need for relatedness. We designed a task-based activity called Group Presentation Activity (henceforth, GP Activity) that has the potential to stimulate the three needs simultaneously, and we gave it to 113 second-year university students (81 males and 32 females) for five weeks. Prior to the beginning of the intervention, students were given questionnaires about intrinsic motivation toward English learning and the three psychological needs. The same questionnaires were administered at the end of the intervention. Changes in scores, i.e., the difference between pre-test and post-test scores, served as the measures of development in students' intrinsic motivation. In addition, to investigate in detail the manner in which the three psychological needs act in terms of enhancing motivation among students, a questionnaire using a free description formula was also administered after the intervention. The results showed that: (1) GP Activity did enhance students' intrinsic motivation; and (2) the need for autonomy and competence played the most significant role in students' motivational development. Finally, some educational implications and suggestions forfuture research are provided.

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