Earticle

초록

영어

Compared to foreign language (particularly EFL) learning motivation, foreign language teaching motivation has rarely been investigated for the past 50 years. Not until at the turn of the 21st century, has it begun to attract academic attention (e.g., Pennington, 1995). However, given the symbiotic nature in the motivational mindset between a teacher and learners in the language classroom, the enthusiasm of the EFL teacher is transferred to students, resulting in enhancing the level of EFL learning motivation. In this paper, the major characteristics of teacher motivation in education in general are explained, and then focus on EFL teacher (de)motivation and its related socio-educational factors are explicated. Three major themes from previous language teacher (de)motivation literatures are introduced: 1) factors of initial teacher motivation among pre-service and novice in-service teachers, 2) major demotivational factors identified among experienced in-service teachers with specific emphasis on teachers’ emotion labor, 3) pedagogical implications and future research direction. By presenting both qualitative and quantitative previous studies, the complexity of EFL teacher (de)motivation and practical suggestions to prevent teacher demotivation in various school levels of EFL education in East Asian countries are also discussed.

목차

Abstract
 I. 서론
 II. 교육심리학적 관점의 교수 동기 개념 및 교직 선택 동기
 III. 예비 영어 교사들의 교직 지향 동기
 IV. 현직 영어 교사들의 교수 동기 증진 요인
 V. 현직 영어 교사들의 교수 동기 저해 요인
 VI. 현직 교사들의 감정 노동과 교수 탈동기
 VII. 요약 및 시사점
 인용문헌

키워드

저자

• 김태영 [ Kim, Tae-Young | 중앙대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [Studies on English Language & Literature]

• 간기

  계간

• pISSN

  1226-8682

• 수록기간

  1972~2020

• 십진분류

  KDC 840 DDC 820