2017
DOI: 10.7179/psri_2017.30.09
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Factores motivacionales de los adultos para el estudio de una lengua extranjera

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Cited by 8 publications
(7 citation statements)
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“…Consequently, it is important that educators take an active role in analysing the implications of the learning process and introduce new methodologies that help students acquire the necessary skills to work in teams, develop creativity and motivation. Understanding how our students acquire knowledge is fundamental to activate the learning process, motivate them, favour innovative attitudes and a taste for group work by collaborating to achieve the proposed objectives [46]. Therefore, it emphasizes the need for teachers to promote the development of transversal competencies and the motivation of students to learn a foreign language by adapting the methodology and content to the needs of students and, consequently, contribute to their successful entry into the labour market.…”
Section: Discussionmentioning
confidence: 99%
“…Consequently, it is important that educators take an active role in analysing the implications of the learning process and introduce new methodologies that help students acquire the necessary skills to work in teams, develop creativity and motivation. Understanding how our students acquire knowledge is fundamental to activate the learning process, motivate them, favour innovative attitudes and a taste for group work by collaborating to achieve the proposed objectives [46]. Therefore, it emphasizes the need for teachers to promote the development of transversal competencies and the motivation of students to learn a foreign language by adapting the methodology and content to the needs of students and, consequently, contribute to their successful entry into the labour market.…”
Section: Discussionmentioning
confidence: 99%
“…13 mecanismos de aprendizaje que ayuden los estudiantes a mantener la persistencia, el esfuerzo intelectual y la dedicación. (González & Rodríguez, 2017) Al considerar a la motivación como un factor determinante en el éxito del aprendizaje de lenguas extranjeras, el profesor debe planear el tipo de recompensas de aprendizaje que el alumno considere significativas. La idea de las recompensas como motivos externos viene de las teorías conductistas que buscan aumentar la motivación de los alumnos.…”
Section: Gamificación Y La Motivaciónunclassified
“…Estos mecanismos conforman un tipo de motivación estrictamente extrínseca que no perciben el aprendizaje del idioma como una recompensa en sí. (Mena, 2013) El esfuerzo y el deseo de aprender una segunda lengua están estrechamente ligados al nivel de motivación de cada estudiante. Al ser esta una variable de tipo psicosocial y socio-afectiva se compone de actitudes, percepciones, sentimientos o creencias preconcebidas en relación a la lengua extranjera que se aprende, su cultura y hablantes.…”
Section: Gamificación Y La Motivaciónunclassified
“…Intrinsic motivation has been defined as that possessed by subjects themselves, which arises from their interest and enjoyment of learning something (Camacho-Min ˜ano and Del Campo Campos, 2014) and is oriented toward knowledge, satisfaction and the achievement of goals (Jabeen and Al Dari, 2020;Jungert et al, 2020). On the other hand, extrinsic motivation has been defined as those forces that generate an activity to obtain a reward, avoid punishment or meet a specific goal (Mardanov, 2020;Gonz alez-Peiteado and Rodrı ´guez-L opez, 2017).…”
Section: Motivationmentioning
confidence: 99%