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1、PerceptionsofTeachers’CommunicativeStyleandStudents’IntrinsicandExtrinsicMotivationKIMBERLYA.NOELSRICHARDCLÉMENTLUCG.PELLETIERDepartmentofPsychologySchoolofPsychologySchoolofPsychologyUniversityofSaskatchewanUniversityofOttawaUniversityofOttawaSaskatoon,SaskatchewanOttawa,OntarioOttawa,OntarioCana
2、da,S7N5A5Canada,K1N6N5Canada,K1N6N5Email:noels@duke.usask.caEmail:rclement@locutus.cc.uottawa.caEmail:social@uottawa.caThisstudyconsidershowstudents’perceptionsoftheirteachers’communicativestyle,particu-larlytheextenttowhichteachersareperceivedtosupportstudents’autonomyandtoprovideusefulfeedbackab
3、outstudents’learningprogress,arerelatedtostudents’extrinsicandintrinsicmotivationalorientations.Italsoexaminesthelinkbetweenthesevariablesandvariouslanguagelearningoutcomes,includingeffort,anxiety,andlanguagecompetence.StudentsregisteredinasummerFrenchimmersioncourse(N578)completedaquestion-nairet
4、hatwasusedtoassesstheconstructsdescribedabove.Correlationalanalysesdeterminedthatstrongerfeelingsofintrinsicmotivationwererelatedtopositivelanguagelearningout-comes,includinggreatermotivationalintensity,greaterself-evaluationsofcompetence,andareductioninanxiety.Moreover,perceptionsoftheteacher’sco
5、mmunicativestylewererelatedtointrinsicmotivation,suchthatthemorecontrollingandthelessinformativestudentsperceivedtheteachertobe,thelowerstudents’intrinsicmotivationwas.Theimplicationsofperceptionsofteachercommunicativestyleformotivationandlanguagelearningoutcomesarediscussed.ACQUIRINGCOMMUNICATIVE
6、COMPETENCEresearchhaslookedatteachers’communicativeinanewlanguageisanendeavourthatoftenre-styleinthelanguageclassroom(butseeGardner,quiresyearsofpracticeandresilienceintheface1985,fordiscussion).Thisstudyextendsearlierofsetbacksandconsiderableemotionalturmoil.workbyconsideringhowstudents’perceptio
7、nsofInviewofthedifficultiesoflearningasecondlan-specificaspectsofteachers’communicationstyleguage(L2),sustainingstudentmotivationisakeyarerelatedtomotivationwithinthecontextoftheingredientforteachingaL2successful