Užsienio kalbos mokymosi motyvai

Abstract

The paper deals with the peculiarities of ESP learning motivation. The meaning of motivation and three main approaches to motivational psychology: expectancy-value theory, goal-directed theory and the selfdetermination theory are presented, two distinct orientations for learning a language: integrative and instrumental are described in the paper. The importance of needs analysis to ESP learning is stressed and the main conditions (interest in the topic and activity; relevance to the students' lives; expectancy of success and feelings of being in control and satisfaction in the outcome) for motivation are described. The skills that ESP learners need to develop are specified. The description of approaches to motivational psychology is proposed, as motivation is of great significance in foreign language learning.

Exploring Motivation and Demotivation Factors for Learning Communication Skills

“…Concurrently, it is also essential to understand the learners' goal of learning a language as it would pertain to the degree of effort exerted by the learner to attain a specific objective (instrumental motivation) or to become assimilated into the target community (integrative motivation) (Gardner, 1985;Gardner & Lambert, 1972;Zareian & Jodaei, 2015). Meanwhile, current L2 motivation research defines motivation as a cumulative force of motives that is on a continuum from zero to strong motivation level, which is described as goal-directed, where the learners' immediate goal is to learn the language (Dornyei, 2005;Liuoliene & Metiuniene, 2006). Hence, with the inconclusive findings reported on this topic, this study investigates the motivational factors of L2 communication skills learning.…”

Gazdasági szaknyelvet tanuló hallgatók szaknyelvtanulási motivációjának statisztikai vizsgálata

“…A szociálpszichológusok voltak az elsők, akik komoly kutatást indítottak a nyelvtanulás motivációjával kapcsolatban, mivel tudatában voltak az idegennyelv-tanulás társadalmi és kulturális hatásainak (Dörnyei, 2003). Ez az érdeklődés számos olyan modell megjelenéséhez vezetett, amely a nyelvtanulás affektív aspektusát emelte ki, köztük Krashen (1981) monitor modellje és Schumann (1986) akkulturációs modellje. Azonban a nyelvtanulási motiváció legbefolyásosabb modellje a hatvanas évek elején a két szociálpszichológiai teoretikus, Robert Gardner és Wallace Lambert által kifejlesztett szociokulturális modell volt.…”