| عنوان : |
Teacher and Student Perceptions of Motivational Strategies in the Foreign Language Classroom The Case Study of 1st Year Human Sciences Students at Souk-Ahras University Centre, Souk-Ahras |
| نوع الوثيقة : |
نص مطبوع |
| مؤلفين : |
Haroun BOURAS, مؤلف ; Pr. KESKES Said, Directeur de thèse |
| ناشر : |
université setif 2 |
| تاريخ النشر : |
2017 |
| عدد الصفحات : |
323p |
| الأبعاد : |
21*28cm |
| الماديات المرافقة : |
copie+cd |
| اللغة : |
إنكليزي (eng) |
| الكلمة المفتاح : |
Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي classroom climate, group work, language culture and reward. |
| خلاصة : |
The teacher's use of motivational strategies is generally believed to play a crucial role in enhancing students' motivation leading many researchers to investigate strategies which might impact students' motivation in English Foreign Language classrooms. However, little research has investigated perceptions of both EFL teachers and students. Yet, this thesis probes EFL teachers and students views about a number of motivational strategies used in EFL classrooms to find out how important they considered them in fostering students' motivation investigating any potential mismatches. A mixed methods approach was used to collect quantitative and qualitative data. Initially, a questionnaire concerning students' and teachers' perceptions of motivational strategies use was elaborated based on Dörnyei and Csizér's 1998 landmark study. It contained 39 statements and administered to 200 first year university Human Sciences students during the academic year 2014/2015. The same questionnaire was administered to 21 university teachers. The final stage of the research involved individual in-depth semi-structured interviews with six EFL teachers and six students to further explore key issues from these participants' viewpoints. The findings disclose that the role of teachers in motivating students in EFL classrooms is appreciated by both of them. However, there is a discrepancy in their beliefs about how the students should be motivated. Teachers believe strongly students are mainly motivated by strategies which make them active agents of their own learning. Therefore, they tend to focus on the strategies which emphasise learners' responsibility for learning. Equally important, teachers stress on increasing students' interest, using task and setting learning goals. Students, on the other hand, seem to be more motivated by strategies which relate to the behaviour of the teacher, learner autonomy, task, and the role of interest in the development of their L2 motivation. Students also appear to value strategies that promote self-confidence. A key implication of this research is teachers and students alike agreed to play down the role of the strategies that relate to: classroom climate, group work, language culture and reward. Therefore, more research should be fostered to investigate and in depth such findings which seem to run in the opposite direction of what has been endorsed in the literature and previous studies to develop a more balanced view about the L2 motivation and the strategies to be used in the FL classroom |
| في الخط : |
http://dspace.univ-setif2.dz/xmlui/handle/123456789/792 |
Teacher and Student Perceptions of Motivational Strategies in the Foreign Language Classroom The Case Study of 1st Year Human Sciences Students at Souk-Ahras University Centre, Souk-Ahras [نص مطبوع ] / Haroun BOURAS, مؤلف ; Pr. KESKES Said, Directeur de thèse . - université setif 2, 2017 . - 323p ; 21*28cm + copie+cd. اللغة : إنكليزي ( eng)
| الكلمة المفتاح : |
Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي classroom climate, group work, language culture and reward. |
| خلاصة : |
The teacher's use of motivational strategies is generally believed to play a crucial role in enhancing students' motivation leading many researchers to investigate strategies which might impact students' motivation in English Foreign Language classrooms. However, little research has investigated perceptions of both EFL teachers and students. Yet, this thesis probes EFL teachers and students views about a number of motivational strategies used in EFL classrooms to find out how important they considered them in fostering students' motivation investigating any potential mismatches. A mixed methods approach was used to collect quantitative and qualitative data. Initially, a questionnaire concerning students' and teachers' perceptions of motivational strategies use was elaborated based on Dörnyei and Csizér's 1998 landmark study. It contained 39 statements and administered to 200 first year university Human Sciences students during the academic year 2014/2015. The same questionnaire was administered to 21 university teachers. The final stage of the research involved individual in-depth semi-structured interviews with six EFL teachers and six students to further explore key issues from these participants' viewpoints. The findings disclose that the role of teachers in motivating students in EFL classrooms is appreciated by both of them. However, there is a discrepancy in their beliefs about how the students should be motivated. Teachers believe strongly students are mainly motivated by strategies which make them active agents of their own learning. Therefore, they tend to focus on the strategies which emphasise learners' responsibility for learning. Equally important, teachers stress on increasing students' interest, using task and setting learning goals. Students, on the other hand, seem to be more motivated by strategies which relate to the behaviour of the teacher, learner autonomy, task, and the role of interest in the development of their L2 motivation. Students also appear to value strategies that promote self-confidence. A key implication of this research is teachers and students alike agreed to play down the role of the strategies that relate to: classroom climate, group work, language culture and reward. Therefore, more research should be fostered to investigate and in depth such findings which seem to run in the opposite direction of what has been endorsed in the literature and previous studies to develop a more balanced view about the L2 motivation and the strategies to be used in the FL classroom |
| في الخط : |
http://dspace.univ-setif2.dz/xmlui/handle/123456789/792 |
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Affiner la rechercheTeacher and Student Perceptions of Motivational Strategies in the Foreign Language Classroom The Case Study of 1st Year Human Sciences Students at Souk-Ahras University Centre, Souk-Ahras / Haroun BOURAS
