Motivacija za komunikacijo v tujem jeziku
Ključne besede:
vrste motivacije, komunikacija pri pouku tujega jezikaPovzetek
V članku poročamo o raziskavi, s katero smo ugotavljali razmerje med vrstami motivacije in pripravljenostjo na komunikacijo v tujem jeziku. Pri tem smo uporabili metodo sistematičnega neeksperimentalnega opazovanja. Uporabili smo naslednje instrumente: Language Learning Orientations Scale – Intrinsic Motivation, Extrinsic Motivation and Amotivation Subscales (Noels idr., 2000) – Cronbachov alfa koeficient (0.915) in vprašalnik pripravljenosti na komunikacijo v tujem jeziku Willingness to Communicate (McCroskey, 1992) – Cronbachov alfa koeficient (0.735). Teoretično podlago našega proučevanja predstavlja teorija samodeterminacije (Deci in Ryan, 2000). Ugotavljamo, da so študentje različno motivirani. Razlike se manifestirajo v ravni motivacije in v orientaciji te motivacije, ki spodbuja k aktivnosti. Potrdili smo tudi predpostavko, da motivacija ni unitarni fenomen, saj smo identificirali številne vidike ekstrinzične in intrinzične motivacije.
Literatura
Blažič, M. (2021). Prispevek visokoškolskega učnega okolja h kariernemu razvoju študentov. Didactica Slovenica – Pedagoška obzorja, 36(1), 93–113.
Blažič, M. and Rončević, A. (2009). Ovire pri uporabi multimedijev v učnem procesu. Didactica Slovenica – Pedagoška obzorja, 24(2), 152–169.
Deci, E.L. and Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum. Retrieved on 31.03.2021 from world wide web: https://doi.org/10.1007/978-1-4899-2271-7.
Deci, E.L., Vallerand, R.J., Pelletier, L.G. et al. (1991). Motivation in education: the self-determination perspective. Educational Psychologist, 26(3–4), 325-346. Retrieved on 31.03.2021 from world wide web: http://dx.doi.org/10.1080/00461520.1991.9653137.
Deci, E. and Ryan, R. (2000). The “what” and “why” of goal pursuit: human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 319–338.
Fallah, N. (2014). Willingness to communicate in english, communication self-confidence, motivation, shyness and teacher immediacy among Iranian English-major undergraduates: a structural equation modeling approach. Learning and Individual Differences, 30, 141–147.
Gagné, M. and Deci, E. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331–362.
Gojkov-Rajić, A. (2020). Factors of anxiety gifted in foreign language learning. In: Proceedings of the 2nd International Scientific Conference Gifted and Talented Creators of the Progress (pp. 649–668). St Kliment Ohridski University – Bitola Faculty of Education.
Gojkov Rajić, A., Šafranj, J., Gojkov, G. et al. (2021). Motivacione strategije kao faktor uspeha akademski darovitih studenata. In: Gojkov, G. and Stojanović, A. (Eds.). Zbornik radova 26. okruglog stola o darovitima: lična i socijalna perspektiva, 26. jun 2020 (pp. 38–81). Vršac: Visoka škola strukovnih studija za vaspitače “Mihailo Palov”.
Gregersen, T. and MacIntyre, P.D. (2014). Capitalizing on language learners’ individuality: from premise to practice. Bristol, England: Multilingual Matters.
Hayes, A.F. (2013). Methodology in the social sciences: introduction to mediation, moderation, and conditional process analysis: a regression-based approach. New York: Guilford Press.
McCroskey, J.C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40(1), 16–25. Retrieved on 31.03.2021 from world wide web: http://dx.doi.org/10.1080/01463379209369817.
MacIntyre, P.D., Clément, R., Dörnyei, Z. et al. (1998). Conceptualizing willingness to communicate in a L2: a situational model of L2 confidence and affiliation. Modern Language Journal, 82(4), 545–562. Retrieved on 31.03.2021 from world wide web: https://doi.
org/10.1111/j.1540-4781.1998.tb05543.x.
MacIntyre, P.D. and Legatto, J. (2011). A dynamic system approach to willingness to communicate: developing an idiodynamic method to capture rapidly changing affect. Applied Linguistics, 32(2), 149–171.
Noels, K.A., Pelletier, L., Clément, R. et al. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50(S1), 57–85.
Noels, K.A. and Giles, H. (2009). Social identity and language learning. In: Ritchie, W. C. and Bhatia, T. K. (Eds.). The new handbook of second language acquisition (pp. 647–670). London, England: Emerald.
Öz, H., Demirezen, M. and Pourfeiz, J. (2015). Willingness to communicate of EFL learners in Turkish context. Learning and Individual Differences, 37, 269–275.
Pae, T. (2008). Second language orientation and self-determination theory: a structural analysis of the factors affecting second language achievement. Journal of Language and Social Psychology, 27(1), 5–27.
Ratelle, C., Guay, F., Vallerand, R. et al. (2007). Autonomous, controlled, and amotivated types of academic motivation: a person-oriented analysis. Journal of Educational Psychology, 99(4), 734–746.
Ryan, R.M. and Connell, J.P. (1989). Perceived locus of causality and internalization: examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57(5), 749–761. Retrieved on 31.03.2021 from world wide web: https://doi.org/10.1037/0022-3514.57.5.749.
Ryan, R.M., Kuhl, J. and Deci, E.L. (1997). Nature and autonomy: organizational view of social and neurobiological aspects of self-regulation in behavior and development. Development and Psychopathology, 9(4), 701–728.
Stanković, Z. and Blažič, M. (2015). Didactical model of instruction based on the application of educational software. Didactica Slovenica – Pedagoška obzorja, 30(1), 21–45.
Starc, J. (2010). Notranje zagotavljanje kakovosti v visokošolskih institucijah. Didactica Slovenica – Pedagoška obzorja, 25(1), 76–87.
Šafranj, J. (2018). Effects of gender and interaction of gender and personality traits on foreign language anxiety. Journal Plus Education, 20(2), 67–82.
Šafranj, J., Gojkov-Rajić, A. and Stojanović, A. (2018). Personality, language learning motivation and achievement. Didactica Slovenica – Pedagoška obzorja, 33(3–4), 107–123.
Šafranj, J. and Gojkov-Rajić, A. (2019). The role of personality traits in the choice and use of language learning strategies. Društvena istraživanja, 28(4), 691–709.
Tabachnick, B.G. and Fidell, L.S. (2019). Using multivariate statistics. 7th ed. New York: Pearson.
Vallerand, R.J. and Reid, G. (1984). On the causal effects of perceived competence on intrinsic motivation: a test of cognitive evaluation theory. Journal of Sport Psychology, 6(1), 94–102.
Prenosi
Objavljeno
Kako citirati
Številka
Rubrike
Licenca
Avtorske pravice (c) 2023 Jelisaveta Šafranj, Aleksandra Gojkov Rajić, Vesna Bulatović
To delo je licencirano pod Creative Commons Priznanje avtorstva 4.0 mednarodno licenco.
