Motivational dynamics in English classes at a Brazilian public school
Mots-clés :
motivational dynamics, co-adaptation, soft-assembly, English classes, Brazilian public schoolRésumé
This paper seeks to discuss the interrelations between the motivation of an English teacher at a public federal high school in Brazil and that of her students from a dynamic systems perspective. Three teachers’ oral narratives and 14 students’ logbook entries were used for the data analysis. The teacher’s descriptions and comments on her pedagogical practice were compared to the students’ impressions and motivational levels in an attempt to understand this English classroom-system motivational dynamics and self-organization processes, focusing on how this teacher’s and her students’ motivation co-adapt and soft-assemble, influencing and being influenced by the context. The results seem to confirm not only that student motivation and teacher motivation are deeply interrelated, but also that they interact organically and continually, revealing that the context is contingent.
Téléchargements
Références
BURNS, A.; KNOX, J. S. Classrooms as complex adaptive systems: a relational model. The Electronic Journal for English as a Second Language, TESL-EJ, v. 15, n. 1, p. 1-25, 2011.
CHECKLAND, P. B.; POULTER, J. Learning for action: a short definitive account of soft systems methodology and its use for practitioners, teachers, and students. Chichester: John Wiley, 2006.
DE BOT, K. Introduction: second language development as a dynamic process. The Modern Language Journal, Wiley Online Library, v. 92, n. 2, p. 166-187, 2008.
DE BOT, K.; LOWIE, W.; VESPOOR, M. A dynamic systems theory approach to second language acquisition. Bilingualism: Language and Cognition, Cambridge Press, v. 10, p. 7-21, 2007.
DE BOT, K.; LOWIE, W.; THORNE, S. L.; VESPOOR, M. Dynamic Systems Theory as a theory of second language development. In: MAYO, M.; GUTIERREZ-MANGADO, M.; ADRIÁN, M. (Org.). Contemporary approaches to second language acquisition. Amsterdam: John Benjamins, 2013. p. 199-220.
DÖRNYEI, Z.; CSIZÉR, K. Ten commandments for motivating language learners: results of an empirical study. Language Teaching Research, v. 2, n. 3, p. 203-229, 1998.
DÖRNYEI, Z. Motivation to learn a foreign/second language. In: DÖRNYEI, Z. (Org.). Teaching and researching motivation. Harlow: Longman, 2001. p. 46-100.
DÖRNYEI, Z. Attitudes, orientations, and motivations in language learning: advances in theory, research, and applications. In: DÖRNYEI, Z. (Org.). Attitudes, orientations and motivations in language learning. Oxford: Blackwell, 2003. p. 3-32.
DÖRNYEI, Z. The psychology of the language learner: individual differences in second language acquisition. Mahwah: Lawrence Erlbaum Associates, Publishers, 2005.
DÖRNYEI, Z. The L2 motivational self-system. In: DÖRNYEI, Z.; USHIODA, E. (Org.). Motivation, language identity and the L2 self. Bristol: Multilingual Matters, 2009. p. 9-42.
DÖRNYEI, Z. Researching complex dynamic systems: ‘Retrodictive qualitative modelling’ in the language classroom. Language Teaching, Sage Journals, v. 47, n. 1, p. 80-91, 2014.
DÖRNYEI, Z.; MACINTYRE, P. D.; HENRY, A. Introduction: applying Complex dynamic systems principles to empirical research on L2 motivation. In: DÖRNYEI, Z.; MACINTYRE, P. D.; HENRY, A. (Org.). Motivational dynamics in language learning. Bristol: Multilingual Matters, 2015. p. 1-7.
DÖRNYEI, Z.; USHIODA, E. Motivation, language identities, and the L2 self: a theoretical overview. In: DÖRNYEI, Z.; USHIODA, E. (Org.). Motivation, language identity and the L2 self. Bristol: Multilingual Matters, 2009. p. 1-8.
DÖRNYEI, Z.; USHIODA, E. Motivation, language identities and the L2 self: future research directions. In: DÖRNYEI, Z.; USHIODA, E. (Org.). Motivation, language identity and the L2 self. Bristol: Multilingual Matters, 2009. p. 350-356.
DÖRNYEI, Z.; USHIODA, E. Teaching and researching motivation. 2. ed. Harlow, England: Pearson Longman, 2011.
DÖRNYEI, Z.; USHIODA, E. Motivation. 2012. Available at: http://www.zoltandornyei.co.uk/uploads/2012-ushioda-dornyei-rhsla.pdf >. Retrieved in Nov 2014. » http://www.zoltandornyei.co.uk/uploads/2012-ushioda-dornyei-rhsla.pdf
FOSTER-FISHMAN, P.; NOWELL, B.; YANG, H. Putting the system back into systems change: a framework for understanding and changing organizational and community systems. American Journal of Community Psychology, Wiley Online Library, v. 39, p. 197-215, 2007.
HARGREAVES, M. (Org.). Evaluating system change: a planning guide. Princeton, NJ: Mathematica Policy Research, 2010. p. 1-20.
KALANTZIS, M.; COPE, B. Literacies. New York: Cambridge University Press, 2012.
KRAMSCH, C. Why is everyone so excited about complexity theory in Applied Linguistics? Mélanges CRAPEL, INALF - CNRS, n. 33, numéro special: Didactique de langues et complexité: en homage à Richard Duda, p. 9-24, 2012.
LAMB, M.; WEDELL, M. Inspiring English teachers: a comparative study of learner perceptions of inspirational teaching. ELT Research Papers, 13-03, 2013. Available at: https://www.teachingenglish.org.uk/sites/teacheng/files/C684%20Inspiring%20English%20Teachers_WEB_FINAL_V2.pdf >. Retrieved in: Jul 2015. » https://www.teachingenglish.org.uk/sites/teacheng/files/C684%20Inspiring%20English%20Teachers_WEB_FINAL_V2.pdf
LAMB, M.; WEDELL, M. Cultural contrasts and commonalities in inspiring language teaching. Language Teaching Research, Sage Journals, v. 19, n. 2, p. 207-224, 2015.
LANTOLF, J. P. (Ed.) Sociocultural theory and second language learning. Oxford: Oxford University Press, 2000.
LANTOLF, J. P. Language emergence: implications for Applied Linguistics - a sociocultural perspective. Applied Linguistics, Oxford Academic, v. 27, n. 4, p. 717-728, 2006.
LARSEN-FREEMAN, D. A complexity theory approach to second language development/acquisition. In: ATKINSON, D. (Org.). Alternative approaches to second language acquisition. Abingdon: Routledge, 2011. p. 48-72.
LARSEN-FREEMAN, D.; CAMERON, L. Research methodology on language development from a complex systems perspective. The Modern Language Journal, Wiley Online Library, v. 92, n. 2, p. 200-213, 2008.
MATSUMOTO, M. Second language learner’s motivation and their perceptions of teachers’ motivation. In: INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING IN HIGHER EDUCATION, 2., 2009, Kuala Lumpur, Malaysia. Proceedings... Kuala Lumpur, Malaysia: Quality Learning in Higher Education, 2009. Available at: http://epublications.bond.edu.au/hss_pubs/348 >. Retrieved in: July 2015. » http://epublications.bond.edu.au/hss_pubs/348
MERCER, S. Towards a complexity-informed pedagogy for language learning. Revista Brasileira de Linguística Aplicada, Belo Horizonte, UFMG, v. 13, n. 2, p. 375-398, 2013.
OHTA, A. S. Rethinking interaction in SLA: developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar. In: LANTOLF, J. P. (Org.). Sociocultural theory and second language learning. Oxford: Oxford University Press, 2000. p. 51-78.
PAIVA, V. L. M. O. Identity, motivation and autonomy in second language acquisition from the perspective of complex adaptive systems. In: MURRAY, G.; GAO, X.; LAMB, T. (Org.). Identity, motivation and autonomy in language learning. Bristol: Multilingual Matters, 2011. p. 57-72.
PAIVA, V. L. M. O. Second language acquisition: reconciling theories. Open Journal of Applied Sciences, Scientific Research Publishing, v. 3, n. 7, p. 404-412, 2013.
SONG, B.; KIM, T-Y. Teacher (de)motivation from an activity theory perspective: cases of two experienced EFL teachers in South Korea. System, Elsevier, v. 57, p. 134-145, 2016.
USHIODA, E. Motivation as a socially mediated process. In: LITTLE, D.; RIDLEY, J.; USHIODA, E. (Org.). Learner autonomy in the foreign language classroom: teacher, learner, curriculum and assessment. Dublin: Authentik / Trinity College, 2003. p. 90-102.
USHIODA, E. A person-in-context relational view of emergent motivation, self and identity. In: DÖRNYEI, Z.; USHIODA, E. (Org.). Motivation, language identity and the L2 self. Bristol: Multilingual Matters, 2009. p. 215-228.
USHIODA, E. Motivating learners to speak as themselves. In: MURRAY, G.; GAO, X.; LAMB, T. (Org.). Identity, motivation and autonomy in language learning. Bristol: Multilingual Matters, 2011. p. 11-24.
USHIODA, E. Context and complex dynamic systems theory. In: DÖRNYEI, Z.; MACINTYRE, P.; HENRY, A. (Org.). Motivational dynamics in language learning. Bristol: Multilingual Matters, 2015. p. 47-54.
VAN LIER, L. From input to affordance: social-interactive learning from an ecological perspective. In: LANTOLF, J. P. (Org.). Sociocultural theory and second language learning. Oxford: Oxford University Press, 2000. p. 245-259.
WANINGE, F.; DÖRNYEI, Z.; DE BOT, K. Motivational Dynamics in Language Learning: Change, Stability, and Context. The Modern Language Journal, Wiley Online Library, v. 98, n. 3, p. 704-723, 2014.
WIESMAN, J. Student motivation and the alignment of teacher beliefs. The Clearing House: a Journal of Educational Strategies, Issues and Ideas, Taylor & Francis Online, v. 85, n. 3, p. 102-108, 2012.
XIAO, J. What do distance language tutors say about teacher motivation? Open Learning, Routledge, v. 29, n. 2, p. 145-159, 2014.
Téléchargements
Publiée
Numéro
Rubrique
Licence
(c) Copyright Revista Brasileira de Linguística Aplicada 2017
Ce travail est disponible sous la licence Creative Commons Attribution 4.0 International .
Autores de artigos publicados pela RBLA mantêm os direitos autorais de seus trabalhos, licenciando-os sob a licença Creative Commons BY Attribution 4.0, que permite que os artigos sejam reutilizados e distribuídos sem restrição, desde que o trabalho original seja corretamente citado.
