제목 | Pre-service English Teachers' English Learning Motivation Reflected in Language Learning Autobiographies |
저자 | 신은영 순천대학교 |
초록 | This study discussed second language motivation of pre-service English teachers in a Korean EFLcontext. To explore prospective English teachers’ distinct motivational profiles, this study provided in-depthunderstanding of prospective English teachers’ L2 motivational features from both quantitative and qualitativeperspectives in a way one complements the other. First, D?rnyei’s L2 Motivational Self System questionnaire was administered and its results were reported on L2 Motivational constructs including criterion measures, ideal L2 self,ought-to L2 self, family influence, promotional instrumentality, preventional instrumentality, attitudes to learningEnglish, cultural interest, attitudes to L2 community, and integrativeness. In the line with previous research, ought-toL2 self, preventional instrumentality, and family influence were scored lower than the other constructs, in bothlow-motivation and high-motivation groups alike. In addition to the quantitative data, this study also reportedqualitative data including pre-service teachers’ language learning autobiographies. It was interesting to note thatconstructs such as English as a subject to cram, parents, teachers as role model, and major-specific motivationsurfaced as repeated themes, which did not resonate with the quantitative results. The implication of this study istwofold. First, methodologically speaking, quantitative and qualitative data may complement each other. Secondly,pedagogically, language learning autobiography writing enables pre-service English teachers to reflect on their own language learning motivation |
주제어 | pre-service English teachers, motivation, L2 motivational self system, language learning autobiography |
DOI |