Demotivation is a relatively new issue in the field of second language (L2) motivation. In this s... more Demotivation is a relatively new issue in the field of second language (L2) motivation. In this study, we review previous studies that investigated demotivation of learners of English in order to identify common demotivating factors and report a survey study which explored demotivating factors for Japanese high school students. A 35-item questionnaire was completed by 656 Japanese high school students. Through a principal axis factor analysis, five demotivation factors were extracted: (a) Learning Contents and Materials, (b) Teachers' Competence and Teaching Styles, (c) Inadequate School Facilities, (d) Lack of Intrinsic Motivation, and (e) Test Scores. The results showed that the Learning Contents and Materials and Test Scores factors were demotivating factors for many Japanese high school students, especially for less motivated learners. Contrary to what previous research suggested, Teachers' Competence and Teaching Styles was not a very strong cause of demotivation compared to Learning Contents and Materials or Test Scores for both more and less motivated groups. This study also showed that both more and less motivated learners did not perceive Inadequate School Facilities as demotivating.
2 HUMANISTINEN TIEDEKUNTA KIELTEN LAITOS Jenni Muhonen SECOND LANGUAGE DEMOTIVATION: Factors that... more 2 HUMANISTINEN TIEDEKUNTA KIELTEN LAITOS Jenni Muhonen SECOND LANGUAGE DEMOTIVATION: Factors that discourage pupils from learning the English language Pro gradu -tutkielma Englannin kieli heinäkuu 2004 81 sivua + liite Vieraan kielen oppimismotivaatiota on perinteisesti tutkittu tarkastelemalla motivaatioon myönteisesti vaikuttavia tekijöitä. Tämän tutkielman tarkoituksena on tarkastella motivaatioon kielteisesti vaikuttavia tekijöitä, eli demotivoivia tekijöitä. Tutkielmassa vastataan kysymyksiin: 1) Mitkä tekijät vaikuttavat kielteisesti englannin kielen oppimismotivaatioon koulussa? 2) Mikä on näiden tekijöiden esiintymistiheys ja tärkeysjärjestys? 3) Miten nämä tekijät ovat suhteessa sukupuoleen? 4) Miten nämä tekijät ovat suhteessa koulumenestykseen, jota mitataan viimeisimmällä englannin numerolla?
Demotivation can negatively influence the learner's attitudes and behaviors, degrade classroom gr... more Demotivation can negatively influence the learner's attitudes and behaviors, degrade classroom group dynamics and teacher's motivation, and result in long-term and widespread negative learning outcomes. 900 university EFL learners were surveyed to investigate the demotivating factors in learning English as a foreign language (EFL) in Japan, and the relationship between past demotivating experiences and present proficiencies. Affective states and capacity to self-regulate learning were compared among learners with varying academic interests, experiences, and proficiencies. Demotivating factors were grouped into three categories: external conditions of the learning environment, internal conditions of the learner, and reactive behaviors to demotivating experiences. Internal and reactive factors were shown to correlate with long-term EFL learning outcomes. Findings from this study indicated that beginning, less-proficient learners in non-English majors were least likely to control their affective states to cope with demotivating experiences. Finally, this paper discusses steps that might prevent or minimize demotivation and facilitate remotivation.
Demotivation is a relatively new issue in the field of second language (L2) motivation. In this s... more Demotivation is a relatively new issue in the field of second language (L2) motivation. In this study, we review previous studies that investigated demotivation of learners of English in order to identify common demotivating factors and report a survey study which explored demotivating factors for Japanese high school students. A 35-item questionnaire was completed by 656 Japanese high school students. Through a principal axis factor analysis, five demotivation factors were extracted: (a) Learning Contents and Materials, (b) Teachers' Competence and Teaching Styles, (c) Inadequate School Facilities, (d) Lack of Intrinsic Motivation, and (e) Test Scores. The results showed that the Learning Contents and Materials and Test Scores factors were demotivating factors for many Japanese high school students, especially for less motivated learners. Contrary to what previous research suggested, Teachers' Competence and Teaching Styles was not a very strong cause of demotivation compared to Learning Contents and Materials or Test Scores for both more and less motivated groups. This study also showed that both more and less motivated learners did not perceive Inadequate School Facilities as demotivating.
2 HUMANISTINEN TIEDEKUNTA KIELTEN LAITOS Jenni Muhonen SECOND LANGUAGE DEMOTIVATION: Factors that... more 2 HUMANISTINEN TIEDEKUNTA KIELTEN LAITOS Jenni Muhonen SECOND LANGUAGE DEMOTIVATION: Factors that discourage pupils from learning the English language Pro gradu -tutkielma Englannin kieli heinäkuu 2004 81 sivua + liite Vieraan kielen oppimismotivaatiota on perinteisesti tutkittu tarkastelemalla motivaatioon myönteisesti vaikuttavia tekijöitä. Tämän tutkielman tarkoituksena on tarkastella motivaatioon kielteisesti vaikuttavia tekijöitä, eli demotivoivia tekijöitä. Tutkielmassa vastataan kysymyksiin: 1) Mitkä tekijät vaikuttavat kielteisesti englannin kielen oppimismotivaatioon koulussa? 2) Mikä on näiden tekijöiden esiintymistiheys ja tärkeysjärjestys? 3) Miten nämä tekijät ovat suhteessa sukupuoleen? 4) Miten nämä tekijät ovat suhteessa koulumenestykseen, jota mitataan viimeisimmällä englannin numerolla?
Demotivation can negatively influence the learner's attitudes and behaviors, degrade classroom gr... more Demotivation can negatively influence the learner's attitudes and behaviors, degrade classroom group dynamics and teacher's motivation, and result in long-term and widespread negative learning outcomes. 900 university EFL learners were surveyed to investigate the demotivating factors in learning English as a foreign language (EFL) in Japan, and the relationship between past demotivating experiences and present proficiencies. Affective states and capacity to self-regulate learning were compared among learners with varying academic interests, experiences, and proficiencies. Demotivating factors were grouped into three categories: external conditions of the learning environment, internal conditions of the learner, and reactive behaviors to demotivating experiences. Internal and reactive factors were shown to correlate with long-term EFL learning outcomes. Findings from this study indicated that beginning, less-proficient learners in non-English majors were least likely to control their affective states to cope with demotivating experiences. Finally, this paper discusses steps that might prevent or minimize demotivation and facilitate remotivation.
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