LEARNING EXPERIENCE AS A FACTOR OF MOTIVATION IN LOWER-SECONDARY SCHOOL IN FOREIGN LANGUAGE LEARNING
Journal Title: Problems of Education in the 21st Century - Year 2019, Vol 77, Issue 3
Abstract
This research focusses on the analysis of learning experience. Together with the other factors of motivational structure: Intrinsic motivation, Personal goals, Attractivity of foreign language community, and Worries about learning, it creates motivational profile of foreign language (FL) learners. The analysis is based on the theoretical concept of foreign language motivational self-system by Dörnyei. The research aim was to find out the perception of learning experience and the level of its dependence on the category of the Associations with the expression “German” in the selected categories. Moreover, it was to find out the differences in perception of learning experience, motivational structure, and the length of foreign language studying. The research sample consisted of German FL learners from six different lower-secondary schools within Slovakia. Motivational Structure Questionnaire was used as a research tool to obtain the research data. The data were processed by the selected quantitative and qualitative research methods. The research results supported ambivalence of learning experience. The statistical significance was found in the two categories: the category of Negative emotions related to the category negative perception of educational situation, and the category of German speaking countries related to the higher level of motivation in the factor of learning experience. Furthermore, significant relations were found between the factor of learning experience and the factors of the ideal self of the motivational structure and the length of studying a foreign language. The results in the qualitative part of the research opened up a possible intervention steps towards foreign language motivation reinforcement.
Authors and Affiliations
Eva Stranovská, Anikó Ficzere, Silvia Hvozdíková, Beáta Hockicková
DISPLACED VALUES: FROM REMEMBRANCE TO RESILIENCE
The different considerations of this study analyze in biblical tradition and modern times experiences of displacement and their consequences for educational purposes and resilience. Exemplified by Baltic experiences, it...
CHANGING LANDSCAPE OF RESEARCH TRADITIONS: PARADIGMATIC AND NARRATIVE ORIENTATIONS
The objective of the research is to elaborate on changing research traditions in one of the institutions in Latvia. The choices of research traditions highlight changes towards more qualitative research traditions: colla...
DIFFERENCES IN SOCIAL BACKGROUND, STUDY CHOICE MOTIVATION AND HIGHER EDUCATION EXPERIENCE BETWEEN PRE-SERVICE CLASS TEACHERS AND PRE-SERVICE SUBJECT TEACHERS
Considering that the disregard in teacher profession seems to be an observed problem in contemporary western societies which can result in a deficit of teachers, it is important to research reasons for enrolment into fac...
ANALYZING THE NEED FOR USING DIDACTIC STRATEGIES SPECIFIC TO NON-FORMAL EDUCATION IN THE CONTINUED PROFESSIONAL TRAINING OF TEACHERS – A CASE STUDY FROM BIHOR COUNTY, ROMANIA
Non-formal education (NFE) is one of the most important forms of the education process and refers to those activities that professional training institutions offer to their students besides the mandatory instructive-educ...
EXPRESSION OF TECHNICAL CREATIVITY AT PRIMARY SCHOOL STUDENTS
Subjects such as design and technology are in Slovenian primary schools based on students' creativity and discovery and consequently by preparing students to participate in the technical field. As we know, the creative a...