scholarly journals An Exploratory Study on the Relationship between Demotivation and Academic Fields among Chinese EFL Learners

2017 ◽  
Author(s):  
Chili Li ◽  
Ting Zhou
Keyword(s):  
Exploratory Study ◽  
Efl Learners ◽  
Academic Fields ◽  
The Relationship

scholarly journals An Exploratory Study on the Relationship between Demotivation and Academic Fields among Chinese EFL Learners

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Chili Li ◽  
Ting Zhou
Keyword(s):  
Learning Strategies ◽  
Related Factors ◽  
Learning Abilities ◽  
Intrinsic Interest ◽  
Efl Learners ◽  
English Class ◽  
Academic Fields ◽  
Important Others ◽  
Negative Effect ◽  
The Relationship

The purpose of this study is to examine the relationship between demotivation and academic fields among Chinese EFL learners. To this end, a 33-item self-made questionnaire was administered to 128 Chinese tertiary EFL students. The collected data were processed by means of both descriptive and inferential analysis. The results identified eight salient demotivators: Teaching Contents and Teaching Process, Teacher-related Factors, Classroom Learning Environment and Facilities, Deficient English Learning Abilities, Lack of Intrinsic Interest, Undesired Influences of Important Others, Textbooks and Teaching Materials, and Lack of Effective Learning Strategies. The Independent T-test results showed that English majors were significantly different from the students of International Trade in the following four demotivators: Teacher-related Factors, Teaching Environment and Teaching Facilities, Lack of Intrinsic Interest, and Undesired Influences of Important Others. The findings of this study would be implicative for helping English teachers reduce the negative effect of demotivation in college English class in China and beyond.

Critical self-reflection: A performative act 批判的自己内省 ―パフォーマティヴな実践―

2010 ◽  
Vol 34 (4) ◽  
pp. 49
Author(s):  
Misako Tajima
Keyword(s):  
Social Sciences ◽  
Secondary School ◽  
School Teacher ◽  
Theory And Practice ◽  
English Learner ◽  
Academic Journal ◽  
Self Reflection ◽  
Academic Fields ◽  
Global Spread ◽  
The Relationship

Autobiographic and narrative research has recently grown in stature in the field of social sciences. Inspired by Asian TESOL researchers’ critical analyses of self-stories, this paper attempts to reflect upon the author’s personal history in relation to English and discuss ways in which she can position herself as both an English learner and a non-native English speaker (NNES) teacher. The self-reflection and discussion is followed by an argument for performativity, a notion drawing on poststructuralism to understand language itself and the global spread of English. This paper, itself a performative act conducted by a secondary school teacher, exemplifies the concept. The non-academic schoolteacher’s very act of writing in an academic journal aims to contribute to questioning assumptions underlying the relationship between theory and practice and to reconstituting the academic fields of applied linguistics and TESOL. 近年、自伝的かつ語りを含む研究が社会科学の分野で活発になってきている。本稿では、TESOLを専門とする、あるアジア人研究者が彼女たち自身の物語を素材として実施した批判的分析に着想を得て、英語にまつわる自己の歴史を振り返り、英語学習者としての、またNNESの英語教師としてのポジショナリティをどこに位置づけるのかという問題について議論する。さらに、この批判的自己内省を経て、言語そのもの、あるいは英語という言語の地球規模的広がりを理解するために、ポスト構造主義の概念であるパフォーマティヴィティについて検証する。なお、本稿これ自体がある高校教師によるパフォーマティヴな実践であることに言及しておきたい。研究者ではなく、一高校教師が学術雑誌に投稿することを通じ、理論と実践の関係性の背後にある前提に疑問を投げかけ、その結果、応用言語学やTESOLという学問分野の再構築に貢献できることを希望している。

Sign in / Sign up

Export Citation Format

Share Document