Motivational Model of English Learning among Elementary School Students　

カレイラ松崎順子 

 

 

Ａ５ 

200 

4,070円 （本体3,700円 ）

2016年9月1日 

ISBN978-4-86327-358-0 

C3082 

英語教育
 

英語学習に対する動機づけに影響を与える要因が小学校中学年と高学年においてどのように異なるのかを、自己決定理論の観点からのモデル作成により検討する。（本文欧文）

Chapter 1：Introduction

Chapter 2：SLA Motivation Study
　2.1. Recent Trends in SLA Motivation Study
　2.2. Summary

Chapter 3：Children’s Language Learning Motivation
　3.1. Research on Integrativeness and Instrumentality
　3.2. Research on Antecedents of Motivation for L2 Learning
　3.3. Research on Consequences of Motivation for L2 Learning
　3.4. Research on Developmental Trends
　3.5. Likes and Dislikes During English Classes
　3.6. Summary

Chapter 4：Developmental Trends in Intrinsic Motivation
　4.1. Definition of Intrinsic and Extrinsic Motivation
　4.2. Developmental Trends in Intrinsic and Extrinsic Motivation
　4.3. What Causes Developmental Decline in Intrinsic Motivation?
　4.4. What Can be Done about Developmental Decline in Intrinsic Motivation?
　4.5. Pedagogical Considerations for English Education
　4.6. Summary

Chapter 5：Self-Determination Theory
　5.1. Motivational Orientations
　5.2. Autonomy-Supportive Environments
　5.3. Psychological Needs
　5.4. Consequences of Motivation
　5.5. Hierarchical Model of Intrinsic and Extrinsic Motivation
　5.6. Cultural Differences in SDT
　5.7. Applications of Self-Determination Theory to SLA Research
　5.8. Summary

Chapter 6：Background of the Present Study
　6.1. History of Elementary School English Education in Japan
　6.2. Motivational Research on Elementary School English Education in Japan
　6.3. Summary

Chapter 7：Purposes of the Present Study
　7.1. Study 1
　7.2. Study 2
　7.3. Study 3

Chapter 8：Study 1
　8.1. Purposes of Study 1
　8.2. Method
　　8.2.1. Participants
　　8.2.2. Instruments
　8.3. Analysis
　8.4. Results
　　8.4.1. Motivational Orientations for Learning English
　　8.4.2. Perceived Teacher Autonomy Support
　　8.4.3. Psychological Needs
　　8.4.4. Correlations Between Motivational Orientations and Perceived Teacher Autonomy Support
　　8.4.5. Correlations between Motivational Orientations and Psychological Needs
　8.5. Discussion
　　8.5.1. Research Hypothesis 1
　　8.5.2. Research Hypothesis 2
　　8.5.3. Research Hypothesis 3
　8.6. Summary

Chapter 9：Study 2
　9.1. Purposes of Study 2
　9.2. Method
　　9.2.1. Participants
　　9.2.2. Materials
　　9.2.3. Data Analysis
　9.3. Results
　　9.3.1. Descriptive Statistics
　　9.3.2. Testing a Motivational Model
　　9.3.3. Multi-Group Invariance Analysis
　9.4. Discussion
　　9.4.1. Research Hypothesis
　　9.4.2. Research Questions
　9.5. Summary

Chapter 10：Study 3
　10.1. Purposes of Study 3
　10.2. Method
　　10.2.1. Participants
　　10.2.2. Materials and Analysis
　10.3. Results
　　10.3.1. What do You Like the Most in English Classes?
　　10.3.2. What do You Dislike the Most in English Classes?
　10.4. Discussion
　　10.4.1. What do the Participating Students Like Most in English Classes? How Different Are the Answers Between Middle and Higher Grade Students?
　　10.4.2. What do the Participating Students Dislike Most in English Classes? How Different Are the Answers Between Middle and Higher Grade Students?
　10.5. Summary

Chapter 11：General Discussion and Pedagogical Implications
　11.1. Perceived Teacher Autonomy Support
　11.2. Student Perceptions of Autonomy
　11.3. Student Perceptions of Competence
　11.4. Student Perceptions of Relatedness
　11.5. Summary

Chapter 12：Limitations and Future Research

Chapter 13：Conclusions

References
Appendix A：Consent
Appendix B：Original Questionnaire (Study 1)
Appendix C：Motivational Orientations for Learning English
Appendix D：Perceived Teacher Autonomy Support
Appendix E：Psychological Needs
Appendix F：Original Questionnaire (Study 2)
Appendix G：Psychological Needs (Study 2)
Appendix H：Syllabus for Third Grade
Appendix I：Syllabus for Fourth Grade
Appendix J：Syllabus for Fifth Grade
Appendix K：Syllabus for Sixth Grade