MOTIVATION TO LEARN ENGLISH AS A FOREIGN LANGUAGE IN BRAZIL - GIVING VOICE TO A GROUP OF STUDENTS AT A PUBLIC SECONDARY SCHOOL
Abstract This study investigated to what extent a group of Brazilian secondary public school students find themselves motivated to learn English at school. Motivation was conceptualized as participation, in terms of the students’ attitudes towards their English classes. With the use of a logbook created for data collection in this research, the students expressed their motivational levels at the beginning and end of each class, during a school semester. The students’ impressions were analyzed at individual (TURNER; PATRICK, 2008) and group (WENGER, 2009) levels. The results indicated that these students were usually motivated to attend these classes but the classroom experiences played an important role in motivating them even more. Also, the study acknowledged motivation as an ever-changing experiential construct deeply influencing the foreign language learning classroom, and at the same time, being deeply influenced by internal and external factors to the individuals and the language classroom as well.
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Universidade do Sul de Santa Catarina
2017
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| Online Access: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1518-76322017000200215 |
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oai:scielo:S1518-763220170002002152017-10-02MOTIVATION TO LEARN ENGLISH AS A FOREIGN LANGUAGE IN BRAZIL - GIVING VOICE TO A GROUP OF STUDENTS AT A PUBLIC SECONDARY SCHOOLBambirra,Raquel Motivation Participation English learning Public school. Abstract This study investigated to what extent a group of Brazilian secondary public school students find themselves motivated to learn English at school. Motivation was conceptualized as participation, in terms of the students’ attitudes towards their English classes. With the use of a logbook created for data collection in this research, the students expressed their motivational levels at the beginning and end of each class, during a school semester. The students’ impressions were analyzed at individual (TURNER; PATRICK, 2008) and group (WENGER, 2009) levels. The results indicated that these students were usually motivated to attend these classes but the classroom experiences played an important role in motivating them even more. Also, the study acknowledged motivation as an ever-changing experiential construct deeply influencing the foreign language learning classroom, and at the same time, being deeply influenced by internal and external factors to the individuals and the language classroom as well.info:eu-repo/semantics/openAccessUniversidade do Sul de Santa CatarinaLinguagem em (Dis)curso v.17 n.2 20172017-05-01info:eu-repo/semantics/articletext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1518-76322017000200215en10.1590/1982-4017-170204-5316 |
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Brasil |
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BR |
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rev-scielo-br |
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revista |
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America del Sur |
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English |
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| author |
Bambirra,Raquel |
| spellingShingle |
Bambirra,Raquel MOTIVATION TO LEARN ENGLISH AS A FOREIGN LANGUAGE IN BRAZIL - GIVING VOICE TO A GROUP OF STUDENTS AT A PUBLIC SECONDARY SCHOOL |
| author_facet |
Bambirra,Raquel |
| author_sort |
Bambirra,Raquel |
| title |
MOTIVATION TO LEARN ENGLISH AS A FOREIGN LANGUAGE IN BRAZIL - GIVING VOICE TO A GROUP OF STUDENTS AT A PUBLIC SECONDARY SCHOOL |
| title_short |
MOTIVATION TO LEARN ENGLISH AS A FOREIGN LANGUAGE IN BRAZIL - GIVING VOICE TO A GROUP OF STUDENTS AT A PUBLIC SECONDARY SCHOOL |
| title_full |
MOTIVATION TO LEARN ENGLISH AS A FOREIGN LANGUAGE IN BRAZIL - GIVING VOICE TO A GROUP OF STUDENTS AT A PUBLIC SECONDARY SCHOOL |
| title_fullStr |
MOTIVATION TO LEARN ENGLISH AS A FOREIGN LANGUAGE IN BRAZIL - GIVING VOICE TO A GROUP OF STUDENTS AT A PUBLIC SECONDARY SCHOOL |
| title_full_unstemmed |
MOTIVATION TO LEARN ENGLISH AS A FOREIGN LANGUAGE IN BRAZIL - GIVING VOICE TO A GROUP OF STUDENTS AT A PUBLIC SECONDARY SCHOOL |
| title_sort |
motivation to learn english as a foreign language in brazil - giving voice to a group of students at a public secondary school |
| description |
Abstract This study investigated to what extent a group of Brazilian secondary public school students find themselves motivated to learn English at school. Motivation was conceptualized as participation, in terms of the students’ attitudes towards their English classes. With the use of a logbook created for data collection in this research, the students expressed their motivational levels at the beginning and end of each class, during a school semester. The students’ impressions were analyzed at individual (TURNER; PATRICK, 2008) and group (WENGER, 2009) levels. The results indicated that these students were usually motivated to attend these classes but the classroom experiences played an important role in motivating them even more. Also, the study acknowledged motivation as an ever-changing experiential construct deeply influencing the foreign language learning classroom, and at the same time, being deeply influenced by internal and external factors to the individuals and the language classroom as well. |
| publisher |
Universidade do Sul de Santa Catarina |
| publishDate |
2017 |
| url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1518-76322017000200215 |
| work_keys_str_mv |
AT bambirraraquel motivationtolearnenglishasaforeignlanguageinbrazilgivingvoicetoagroupofstudentsatapublicsecondaryschool |
| _version_ |
1756425856211746816 |