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Article: Factors affecting the use of L2 motivational strategies: Teachers’ understanding of motivation and beyond

TitleFactors affecting the use of L2 motivational strategies: Teachers’ understanding of motivation and beyond
Authors
KeywordsL2 motivational strategies
L2 motivation
Community colleges
Hong Kong
Issue Date2015
PublisherThe University of Hong Kong, The Centre for Applied English Studies. The Journal's web site is located at http://caes.hku.hk/ajal/index.php/ajal/index
Citation
The Asian Journal of Applied Linguistics, 2015, v. 2 n. 1, p. 3-16 How to Cite?
AbstractAlthough second language (L2) motivational strategies are not as well-researched as L2 motivation, considerable research has been conducted in the last two decades to investigate the frequency of use, the attached importance, and the perceived effectiveness of these strategies. What remains scarce is qualitative, exploratory research on a wide range of potential factors that may affect the actual use of strategies. Based on in-depth interviews with three Hong Kong community college English teachers, this paper 1) analyzes teachers’ perceptions of L2 motivation with reference to existing research and their own experience; and 2) identifies factors other than understanding of motivation that affect teachers’ use of motivational strategies. Results indicate that how teachers see L2 motivation is profoundly dependent on their L2 learning and teaching experience, and that a variety of factors pertaining to teachers, students, and institutions are influential in the use of strategies.
Persistent Identifierhttp://hdl.handle.net/10722/219046
ISSN

 

DC FieldValueLanguage
dc.contributor.authorLee, TSO-
dc.date.accessioned2015-09-18T07:11:22Z-
dc.date.available2015-09-18T07:11:22Z-
dc.date.issued2015-
dc.identifier.citationThe Asian Journal of Applied Linguistics, 2015, v. 2 n. 1, p. 3-16-
dc.identifier.issn2308-6262-
dc.identifier.urihttp://hdl.handle.net/10722/219046-
dc.description.abstractAlthough second language (L2) motivational strategies are not as well-researched as L2 motivation, considerable research has been conducted in the last two decades to investigate the frequency of use, the attached importance, and the perceived effectiveness of these strategies. What remains scarce is qualitative, exploratory research on a wide range of potential factors that may affect the actual use of strategies. Based on in-depth interviews with three Hong Kong community college English teachers, this paper 1) analyzes teachers’ perceptions of L2 motivation with reference to existing research and their own experience; and 2) identifies factors other than understanding of motivation that affect teachers’ use of motivational strategies. Results indicate that how teachers see L2 motivation is profoundly dependent on their L2 learning and teaching experience, and that a variety of factors pertaining to teachers, students, and institutions are influential in the use of strategies.-
dc.languageeng-
dc.publisherThe University of Hong Kong, The Centre for Applied English Studies. The Journal's web site is located at http://caes.hku.hk/ajal/index.php/ajal/index-
dc.relation.ispartofThe Asian Journal of Applied Linguistics-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectL2 motivational strategies-
dc.subjectL2 motivation-
dc.subjectCommunity colleges-
dc.subjectHong Kong-
dc.titleFactors affecting the use of L2 motivational strategies: Teachers’ understanding of motivation and beyond-
dc.typeArticle-
dc.description.naturepublished_or_final_version-
dc.identifier.hkuros251605-
dc.identifier.volume2-
dc.identifier.issue1-
dc.identifier.spage3-
dc.identifier.epage16-
dc.publisher.placeHong Kong-

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