Demotivation影响及结果.docx
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Demotivation影响及结果.docx
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Demotivation影响及结果
Demotivation:
Affectivestatesandlearningoutcomes
JosephFalouta,
JamesElwoodb,
andMichaelHoodc,
aNihonUniversity,CollegeofScienceandTechnology,7-24-1Narashinodai,Funabashi,Chiba274-8501,Japan
bTsukubaUniversity,1-1-1Tennoudai,Tsukaba,Ibaraki305-8577,Japan
cNihonUniversity,CollegeofCommerce,5-2-1Kinuta,Setagaya,Tokyo157-8570,Japan
Availableonline23June2009.
Abstract
Demotivationcannegativelyinfluencethelearner’sattitudesandbehaviors,degradeclassroomgroupdynamicsandteacher’smotivation,andresultinlong-termandwidespreadnegativelearningoutcomes.900universityEFLlearnersweresurveyedtoinvestigatethedemotivatingfactorsinlearningEnglishasaforeignlanguage(EFL)inJapan,andtherelationshipbetweenpastdemotivatingexperiencesandpresentproficiencies.Affectivestatesandcapacitytoself-regulatelearningwerecomparedamonglearnerswithvaryingacademicinterests,experiences,andproficiencies.Demotivatingfactorsweregroupedintothreecategories:
externalconditionsofthelearningenvironment,internalconditionsofthelearner,andreactivebehaviorstodemotivatingexperiences.Internalandreactivefactorswereshowntocorrelatewithlong-termEFLlearningoutcomes.Findingsfromthisstudyindicatedthatbeginning,less-proficientlearnersinnon-Englishmajorswereleastlikelytocontroltheiraffectivestatestocopewithdemotivatingexperiences.Finally,thispaperdiscussesstepsthatmightpreventorminimizedemotivationandfacilitateremotivation.
Keywords:
Motivation;Demotivation;Remotivation;Self-regulation;Grammar-translation
ArticleOutline
1.Introduction
2.Literaturereview
3.Researchquestions
4.Methodology
4.1.Participants
4.2.Materials
4.3.Procedure
5.Results
6.Discussion
6.1.WhichdemotivatingfactorhasthemostnegativeinfluenceonEFLlearninginthiscontext?
6.2.Towhatdegreedopastdemotivatingexperiencescorrelatewithpresentproficiency?
6.3.Dolowerproficiencylearnersshowlesscapacitytoself-regulatewhenexperiencingdemotivation?
7.Conclusion
Acknowledgements
AppendixA
AppendixB
AppendixC
References
1.Introduction
“Motivationtotackleassignmentsvoluntarilyandwillinglyislacking,”responded85%ofthe362deanssurveyedatninety-fivenationaluniversitiesinJapan,accountingforthenationally-perceiveddropinacademicperformanceatthetertiarylevel(Suzukietal.,1999,p.51).Inafollow-upsurveyof33,432learnersfrom335publicandprivateuniversities,theaveragerespondentreportedalackinmotivationtostudyacrossallacademicsubjects(Yanaietal.,2003).
Demotivatedlearnersarearecurringtopicinacademicconferencesandteachers’roomsacrossJapan,particularlyregardingthelearningofEnglishasaforeignlanguage(EFL).Teachersrecognizethatmotivationisco-regulatedamongallthepeopleintheclassroom.Theyrealizehowonehighlymotivatedlearnercanpositivelyinfluencetheclassroomexperienceandhowonedemotivatedlearnercanhaveanoppositeeffect.Throughtheinterpersonalprocessesofgroupdynamics,onesubgroupaffectsanother,efficiencydecreases,andthepurposeoflessonsbecomesobscured(e.g.,[DörnyeiandEhrman,1998]and[DörnyeiandMurphey,2003]).Soonthemotivationoftheentireclassisatstake,includingtheteacher’smotivationtopersistinsuchanadverseenvironment(e.g.,[AmesandAmes,1984],[GraysonandAlvarez,2007]and[SkaalvikandSkaalvik,2009]).Consequently,thequalityofeducationdeteriorates.
Learningenvironmentsthatrequirehigh-stakestestingandprovideinappropriatelevelofcoursesmayfurtherexacerbatemotivationalproblems.Secondaryandtertiaryschoolentranceexamsgenerateawashbackeffectofexam-centeredsyllabiandcurricula.Theterm“examhell”(Amano,1995)commonlydescribestheperiodwhenlearnersstruggletopasstheseexams.High-stakes,performance-basedtestingcontinuesintoadulthoodasscoresfromthestandardizedTestofEnglishforInternationalCommunication(TOEIC®)playakeyroleinjobplacementandpromotion.StudentsarenotusuallystreamedbyabilitylevelinJapan,withjust12%ofpublicjuniorhighschoolsand60%ofuniversitiesstreamingstudentsforEFLcourses(MEXT,2007).CompulsoryEFLeducationbeginsinthefirstyearofjuniorhighschool.Mostlowerproficiencylearnersaredemotivatedbytheirsecondyearinjuniorhighschool,withtheirmotivationcontinuingtodropthroughouthighschoolandintouniversity([FaloutandFalout,2005]and[FaloutandMaruyama,2004]).Matchingstudentabilitiesbyclasslevelswouldespeciallybenefitthemotivationoflowerabilitystudentsbyprovidingthemabetterchancetoexperiencecompetencyandthusimprovetheirself-confidencetowardlearningEFL.
TheJapaneseMinistryofEducation(MEXT)hasannouncedthatEnglishclasseswillbecomecompulsoryforyoungerstudents,startinginprimaryschoolsin2011(MEXT,2008),mirroringatrendworldwide(e.g.,[Honna,2002],[Nunan,2003]and[Otanietal.,2004]).Thuslearnerswhobecomedemotivatedearlierinformalschoolingmightsufferalongertermofnegativeaffect,lowproficiency,lossofself-confidence,self-blame,andamoredifficultstruggletoremotivatewhilelearningEFL([FaloutandFalout,2005],[FaloutandMaruyama,2004],[Ushioda,1998]and[Ushioda,2001]).Whilethisscenarioissomber,apositivenoteisthatteacherscanmakeadifferenceinthemotivationoftheirlearnersthroughmotivationalpractices([Dörnyei,2001a]and[GuilloteauxandDörnyei,2008]).Thepurposeofthepresentstudyistoinvestigatetheunderlyingprocessesinvolvedindemotivationtohelpguidepolicymakers,administrators,andteacherstowardpreventingorminimizingitsharmfuleffectsonlearning.
2.Literaturereview
Demotivation,asdefinedbyDörnyei(2001b),isadecreaseordropinlevelofmotivation.Itdoesnotresultfrom(a)distractionsofamoreattractiveoption,(b)agraduallossofinterestacrossaperiodoftime,or(c)internaltriggers.Demotivationstartsfromanexternallocus,ademotivatingtrigger,beforeitbecomesaninternalizedprocess,andmotivationmustexistbeforetherecanbeasubsequentdecrease.Absenceofanymotivationisthestateofamotivation,markedbypassivity.Amotivatedpeoplefeelalackofcompetenceorcontrolovertheirexternalenvironments,afeelingofhelplessnesscausedbylackofcontingencybetweenbehaviorsandoutcomes(VallerandandRatelle,2002).They“gothroughthemotionswithnosenseofintendingtodowhattheyaredoing”untiltheyquittheactivity(RyanandDeci,2002,p.17).
GorhamandChristophel(1992)catalogedwhatlearnersperceivedascausesoftheirdemotivationinuniversityclassroomsinavarietyofacademicsubjects.Incomparinglearnerattributionsofdemotivationandmotivation,theyfoundthattheabsenceofdemotivatorsintheclassroom—suchasunenthusiasticteaching,dissatisfactionwithgrading,andboringsubject—hadamorepositiveinfluenceonmotivationthanthepresenceofmotivatorssuchasanenthusiasticandinspiringteacher.Theresearchersconcludedthatteacherscouldpromotelearnermotivationsimplybypreventingdemotivation.
Secondlanguage(L2)researchershavesoughttoidentifyattributionsofdemotivationspecifictoL2learningacrosswidecontexts—learningEnglishinJapan(FaloutandFalout,2005),Hungary(Dörnyei,1998),andVietnam(TrangandBaldauf,2007),andlearningFrenchinIreland([Ushioda,1998]and[Ushioda,2001])—yettheresultsareremarkablysimilar,withexternalattributionsmostoftenfoundtoinfluenceinternalconditionsofthelearnerinthedemotivationalprocess.Forinstance,oneconsistentlytop-rankingattributionwasaboringteacherduetomonotonousinstruction.DemotivatorsidentifiedinJapanincludeaheavyfocusontranslation,grammar,rotememorizationofvocabulary,andalackofpracticalapplication(e.g.,[Arai,2004],Arai,2005Arai,K.,2005.Whydolearnerslosetheirmotivation?
Paperpresentedatthe31stJALTInternationalConferenceonLanguageTeachingandLearning,October10,2005,Shizuoka,Japan.[Arai,2005],[FaloutandMaruyama,2004]and[Miyataetal.,2004]).ThesearetheapplicationsofthedominantpedagogyacrosssecondaryandmosttertiaryEnglisheducationinJapan,oftenreferredtoasgrammar-translation(e.g.,[Gorsuch,2000],[O’Donnell,2005]and[Taguchi,2005]).Anothercommonattributionofdemotivationwasaninappropriatelevelofclassactivitiesandcourses([Arai,2004],[FaloutandMaruyama,2004]and[Miyataetal.,2004]).
DisagreeableteacherbehaviorsandpersonalitiesalsorankedamongthehighestinattributionsofdemotivationintheUS([Kearneyetal.,2002]and[MilletteandGorham,2002])andJapan(Potee,2002).Theinterrelationshipsbetweenteachersandlearnersareimportanttothedevelopmentoflearnermotivationandforbetterlearningoutcomes(e.g.,[ChesebroandMcCrosky,2002],[denBroketal.,2005]and[Noelsetal.,1999]).However,teachersinvariouscontextsareoftenunawareofhowtheirbehaviorsandmethodologiesdemotivatelearners([Arai,2006],[GorhamandMillette,1997]and[Potee,2002]).Teachersandlearnersattributelearnerdemotivationdifferently,withteachersunderestimatingtheirowninfluenceonstudentdemotivation.Teachersweremorelikelytoattributestudentdemotivationtofactorsotherthantheteacher(i.e.,learnerperformanceortotalcurricularload)andgivethemselvescreditformotivatinglearners(GorhamandMillette,1997).However,learnersperceivedmotivationasalearner-ownedstateanddemotivationasateacher-ownedproblem([ChristophelandGorham,1995]and[GorhamandCh
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