Characteristics of Motivated L2 Class Groups: From Language Teachers' and Students' Perspectives

Autor/in	Chang, Lilian Ya-hui
Titel	Characteristics of Motivated L2 Class Groups: From Language Teachers' and Students' Perspectives
Quelle	In: English Language Teaching, 7 (2014) 7, S.159-167 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Second Language Learning; English (Second Language); Foreign Countries; Student Motivation; Student Attitudes; Teacher Attitudes; Questionnaires; Interviews; Interaction; Group Instruction; College Students; College Faculty; Group Dynamics; Learning Motivation; Teacher Student Relationship; Mixed Methods Research; Taiwan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Schulische Motivation; Schülerverhalten; Lehrerverhalten; Fragebogen; Interviewing; Interviewtechnik; Interaktion; Gruppenunterricht; Collegestudent; Fakultät; Gruppendynamik; Motivation for studies; Lernmotivation; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	In most learning situations, learners are learning with their peers, and the teacher is teaching to a class, not to an individual learner. As it is indisputable that learners conceptualize their learning as occurring in a group, it is logical to assume that the class group has some effect on learners' learning. Thus, it could be constructive to investigate the characteristics of a motivating classroom environment and how teachers can help cultivate a more comforting learning environment fostered by a motivating environment. This research focuses on exploring the characteristics of a motivating L2 classroom environment from both language teachers' and learners' perspectives. A questionnaire with both closed- and open-ended questions was distributed to approximately 100 college L2 learners studying at a private language college (from three English learning class groups). These class groups' English teachers were also interviewed to share their ideas of what comprised a motivating environment. Both the questionnaire and interview data suggest the importance of good interaction in a motivating L2 environment. The data also reveal the importance of teacher enthusiasm toward teaching, positive learning attitude in students, a strong cohesiveness group, and positive group norms. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01