| Popis: |
This chapter looks at the way that research on Japanese students’ motivation towards English as a Foreign Language (EFL) has changed over the past three decades. In the mid-1980s, research was dominated by Gardner’s socio-educational model of language motivation (Gardner, Social psychology and second language learning: The role of attitudes and motivation, Edward Arnold, London, 1985, 1988; Gardner, Clement, Smythe & Smythe, 1979; Gardner & Lambert, Attitudes and motivation in second language learning. Newbury House, Rowley, 1972). In the 1990s, dissatisfaction with the weaknesses of this model brought new perspectives and input from educational psychology. My own research results suggested that a few critical aspects of the Japanese context, including the importance of English as an academic subject, and specific aspects of the Japanese learner, were being overlooked. |
