A Reader Responds to Guilloteaux and Dornyei's 'Motivating Language Learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation'
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| Title: | A Reader Responds to Guilloteaux and Dornyei's 'Motivating Language Learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation' |
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| Language: | English |
| Authors: | Ellis, Rod |
| Source: | TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. Mar 2009 43(1):105-109. |
| Availability: | Teachers of English to Speakers of Other Languages, Inc. 700 South Washington Street Suite 200, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Opinion Papers |
| Education Level: | Junior High Schools |
| Descriptors: | Student Behavior, Motivation Techniques, Student Motivation, Foreign Countries, Learning Motivation, Second Language Learning, Role, Correlation, Junior High Schools, Teaching Methods, Second Language Instruction |
| Geographic Terms: | South Korea |
| DOI: | 10.1002/(ISSN)1545-7249 |
| ISSN: | 0039-8322 |
| Abstract: | There is a wealth of literature examining the role of motivation in second language (L2) learning but remarkably little research that has examined how teachers can foster motivation in the classroom. For this reason alone Guilloteaux and Dornyei's (2008) correlational study of the relationship between motivational strategies and student motivation in junior high school classrooms in Korea is to be welcomed. This study constitutes an important development in research on motivation and the author anticipates that it will be followed by many other studies. The design of the study involved: (a) selecting specific classroom student behaviors hypothesized to be indicative of motivation; and (b) correlating measures of these with measures of teachers' motivational practice. This study is clearly exploratory but also eminently sensible given that there is little empirical evidence on which to base selection of either (a) or (b). In this article, the author focuses his comments on (a), learners' motivated behavior. (Contains 1 footnote.) |
| Abstractor: | ERIC |
| Number of References: | 13 |
| Entry Date: | 2010 |
| Access URL: | https://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1545-7249 |
| Accession Number: | EJ867859 |
| Database: | ERIC |
| Abstract: | There is a wealth of literature examining the role of motivation in second language (L2) learning but remarkably little research that has examined how teachers can foster motivation in the classroom. For this reason alone Guilloteaux and Dornyei's (2008) correlational study of the relationship between motivational strategies and student motivation in junior high school classrooms in Korea is to be welcomed. This study constitutes an important development in research on motivation and the author anticipates that it will be followed by many other studies. The design of the study involved: (a) selecting specific classroom student behaviors hypothesized to be indicative of motivation; and (b) correlating measures of these with measures of teachers' motivational practice. This study is clearly exploratory but also eminently sensible given that there is little empirical evidence on which to base selection of either (a) or (b). In this article, the author focuses his comments on (a), learners' motivated behavior. (Contains 1 footnote.) |
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| ISSN: | 0039-8322 |
| DOI: | 10.1002/(ISSN)1545-7249 |
