Motivation to learn english as a foreign language in brazil – giving voice to a group of students at a public secondary school
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Linguagem em (Dis)curso (Online) |
Texto Completo: | https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/5339 |
Resumo: | 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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Motivation to learn english as a foreign language in brazil – giving voice to a group of students at a public secondary schoolMotivationParticipationEnglish learningPublic schoolThis 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.Silvânia Siebert2017-09-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/5339Linguagem em (Dis)curso; Vol. 17 No. 2 (2017): Linguagem em (Dis)curso; 215-236Linguagem em (Dis)curso; v. 17 n. 2 (2017): Linguagem em (Dis)curso; 215-2361982-4017reponame:Linguagem em (Dis)curso (Online)instname:Universidade do Sul de Santa Catarina (UNISUL)instacron:UNISULporhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/5339/3236Copyright (c) 2017 Raquel Bambirrainfo:eu-repo/semantics/openAccessBambirra, Raquel2017-09-08T14:09:11Zoai:portaldeperiodicos.animaeducacao.com.br:article/5339Revistahttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_DiscursoPRIhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/oai||lemd@unisul.br1982-40171518-7632opendoar:2017-09-08T14:09:11Linguagem em (Dis)curso (Online) - Universidade do Sul de Santa Catarina (UNISUL)false |
dc.title.none.fl_str_mv |
Motivation to learn english as a foreign language in brazil – giving voice to a group of students at a public secondary school |
title |
Motivation to learn english as a foreign language in brazil – giving voice to a group of students at a public secondary school |
spellingShingle |
Motivation to learn english as a foreign language in brazil – giving voice to a group of students at a public secondary school Bambirra, Raquel Motivation Participation English learning Public 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 |
author |
Bambirra, Raquel |
author_facet |
Bambirra, Raquel |
author_role |
author |
dc.contributor.author.fl_str_mv |
Bambirra, Raquel |
dc.subject.por.fl_str_mv |
Motivation Participation English learning Public school |
topic |
Motivation Participation English learning Public school |
description |
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. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-09-08 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/5339 |
url |
https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/5339 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/5339/3236 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Raquel Bambirra info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Raquel Bambirra |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Silvânia Siebert |
publisher.none.fl_str_mv |
Silvânia Siebert |
dc.source.none.fl_str_mv |
Linguagem em (Dis)curso; Vol. 17 No. 2 (2017): Linguagem em (Dis)curso; 215-236 Linguagem em (Dis)curso; v. 17 n. 2 (2017): Linguagem em (Dis)curso; 215-236 1982-4017 reponame:Linguagem em (Dis)curso (Online) instname:Universidade do Sul de Santa Catarina (UNISUL) instacron:UNISUL |
instname_str |
Universidade do Sul de Santa Catarina (UNISUL) |
instacron_str |
UNISUL |
institution |
UNISUL |
reponame_str |
Linguagem em (Dis)curso (Online) |
collection |
Linguagem em (Dis)curso (Online) |
repository.name.fl_str_mv |
Linguagem em (Dis)curso (Online) - Universidade do Sul de Santa Catarina (UNISUL) |
repository.mail.fl_str_mv |
||lemd@unisul.br |
_version_ |
1800220575204900864 |