프랑스어와 영어 학습자의 내재적 학습 동기 변수와 인식 비교 연구

• 영문명: A comparative study of recognition and variables of intrinsic motivation of French and English learners
• 발행기관: 한국외국어교육학회
• 저자명: 김현주(Kim Hyeon zoo)
• 간행물 정보: 『Foreign Languages Education』Vol.21 No.4, 277~306쪽, 전체 29쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2014.12.31

영문 초록

The purpose of this study is to provide compared evidences on the definition and variables of intrinsic motivation of French and English learners. In spite of its prevalence and importance, intrinsic motivation in learning has been underestimated and ill-defined. This study highlights the limitations of contemporary studies and suggests implications for further research. In this article, studies on intrinsic motivation in learning are reviewed around two main issues: First, the types and characteristics of student's motivation; then, the effects of extrinsic rewards on intrinsic motivation to learn. The findings showed that, set aside intrinsic values, all the variables for learning English are significantly higher than those for learning French. However, the results indicated that the intrinsic motivation for learning French is significantly higher than that for learning English. Le but de cette étude est de comparer les variables et la reconnaissance de la motivation des apprenants coréens étudiant le français et l'anglais. En dépit de sa prévalence et de son importance, la motivation intrinsèque de l'apprentissage semble sous-estimée et mal conceptualisée. Notre étude présente les limites des travaux actuels et suggère des implications pour de futures recherches. Nous avons étudiés ici la motivation intrinsèque pour l'apprentissage, examinée autour de deux questions centrales. Les types et les caractéristiques propres à la motivation pour l'apprentissage, puis les effets des récompenses extérieures sur la motivation intrinsèque. Nos résultats montrent que toutes les variables motivationnelles sont significativement plus élevées pour l'apprentissage de l'anglais. En revanche, les valeurs intrinsèques relatives à l'apprentissage du français sont significativement plus fortes que celles relatives à l'étude de l'anglais.

목차

Abstract

Ⅰ. 서론

Ⅱ. 이론적 고찰

Ⅲ. 연구 방법

Ⅳ. 설문 결과

Ⅴ. 결론 및 제언

참고문헌

키워드

학습동기 자기결정성 교수 motivation self-determination teaching autodé termination enseignement