Teachers' Conceptions of Motivation and Motivating Practices in Second-Language Learning: A Self-Determination Theory Perspective

Autor/inn/en	Muñoz, Ana; Ramirez, Marta
Titel	Teachers' Conceptions of Motivation and Motivating Practices in Second-Language Learning: A Self-Determination Theory Perspective
Quelle	In: Theory and Research in Education, 13 (2015) 2, S.198-220 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1477-8785
DOI	10.1177/1477878515593885
Schlagwörter	Self Determination; Theories; Teacher Attitudes; Second Language Instruction; Private Schools; Foreign Countries; Teacher Surveys; Observation; Student Motivation; Personal Autonomy; Competence; Teaching Methods; Teacher Student Relationship; Teacher Influence; English (Second Language); Adult Education; Questionnaires; Qualitative Research; Semi Structured Interviews; Colombia + Suchen Sie Ihr Suchwort? Selbstbestimmung; Theory; Theorie; Lehrerverhalten; Fremdsprachenunterricht; Private school; Privatschule; Ausland; Beobachtung; Schulische Motivation; Individuelle Autonomie; Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Fragebogen; Qualitative Forschung; Kolumbien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01