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Comparing Sources of Interest of High and Low Proficiency Level College Students in Japan in Classes with Native English-Speaking Teachers and Japanese English Teachers
http://hdl.handle.net/2261/00074921
http://hdl.handle.net/2261/000749219d6cf703-4610-4992-bf46-a6036267da84
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
Eruditi_02_03.pdf (339.5 kB)
|
CC BY-NC-ND 4.0
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2018-08-07 | |||||
| タイトル | ||||||
| タイトル | Comparing Sources of Interest of High and Low Proficiency Level College Students in Japan in Classes with Native English-Speaking Teachers and Japanese English Teachers | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | NEST | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | JTE | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | interest | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | intrinsic motivation | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | integrative motivation | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 著者 |
Yazawa, Olya
× Yazawa, Olya× Inouchi, Chisa |
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| 著者所属 | ||||||
| 値 | Global Business Faculty, Showa Women's University | |||||
| 著者所属 | ||||||
| 値 | International Communication Department, Kokusai Junior College | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This article is part of a long-term study investigating Japanese university student perceptions of Native English-Speaking Teachers (NESTs) and Japanese Teachers of English (JTEs) and how these perceptions affect learner motivation. According to the quantitative results of the study, High Proficiency Level Students (HLS) and Low Proficiency Level Students (LLS) do not differ significantly in their perceptions of NESTs. In contrast, LLS have noticeably lower perceptions of JTEs compared to NESTs. For the qualitative part of the study we focused on interest, a major factor of learning motivation. As a result, the main source of interest for HLS is a positive attitude toward the global community of English speakers. This interest is a major contributor to the integrative orientation in learning motivation. LLS’interest is based on the enjoyment of learning, which contributes to their intrinsic motivation. Both integrative orientation and intrinsic motivation are very important factors of language learning. While it is not always easy for educators to influence learners’ integrative orientation, intrinsic motivation, on the other hand, is considered by many as transitory and can be induced by the learning environment. Considering such discrepancies between HLS and LLS interest sources and motivations, educators, especially JTEs, should focus on developing new techniques that enhance intrinsic motivation. | |||||
| 内容記述 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | Section 3: Guest Article | |||||
| 書誌情報 |
Eruditi : The CGCS Journal of Language Research and Education 巻 2, p. 40-54, 発行日 2018-08 |
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| 権利 | ||||||
| 権利情報 | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | |||||
| 著者版フラグ | ||||||
| 値 | publisher | |||||
| 出版者 | ||||||
| 出版者 | Centre for Global Communication Strategies, College of Arts & Sciences, The University of Tokyo | |||||
