Title 公立中学校における英語多読導入による英語学習の動機づけへの影響 : フロー理論による検証
Author(s) 栗下, 典子; 伊東, 英
Citation [岐阜大学カリキュラム開発研究] vol.[34] no.[1] p.[190]-[198]
Issue Date 2018-02
Rights
Version 郡上市立八幡中学校 / 岐阜大学教育学部学校教育講座
URL http://hdl.handle.net/20.500.12099/77305
※この資料の著作権は、各資料の著者・学協会・出版社等に帰属します。
EFL(English as a Foreign Language)
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2018.2, Vol.34, No.1, 190-198
The Effect of Extensive Reading on General English Study at Japanese Junior High Schools: An Examination in the Framework of Flow Theory
33
Yashima 2013
Gardner & Lambert 1972Motivation
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Csikszentmihalyi, 1990Reward
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EFL Learners' Reading Fluency and Motivation. ARELE, 21, 71-80.
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Abstract It is known that Extensive Reading in English (henceforth, ER) enhances motivation toward reading English passages. However, its over-all effect on motivation toward English learning in general school situations is not clear. At public junior high schools in Japan, learners are usually under a strong pressure to pass entrance exams for senior high schools, so that it is unlikely that all the learners are motivated by ER unless direct results are expected in exams and grades. This research clarifies the mechanism of learners’ motivation toward English in public junior high school situations, and how ER affects it in the framework of Flow Theory. The result indicates that in order to enhance learners’ motivation toward English learning, mere implementation of ER added to the regular course of study is not enough. A criteria and methodology that values learners’ self-efficacy is also needed, so that they can monitor their improved proficiency in the flow of motivation.
