日本人英語教師の長期的な動機づけ維持力の理解に向けて

抄録

Understanding how intensive motivational drives support long-term behavior has been the center of attention in recent second language (L2) motivation research (Dörnyei, in press). In particular, Directed Motivational Currents (DMCs) (Dörnyei, Henry, & Muir, 2016), which integrate the concept of vision and motivated behavior, are a useful construct to explain the underlying mechanism of perseverance for personal development. The aim of the present study was to explore Japanese English teachers' experiences of perseverance through the lens of DMCs. Qualitative data were collected through semi-structured interviews with three Japanese high school English teachers capable of sustaining motivated behavior. These qualitative data were analyzed using a grounded theory approach (Strauss & Corbin, 1998). Four main categories emerged from the analyses: the language teacher's ideal possible self, triggering stimulus, salient facilitative structure, and positive emotions. An interpretation of the results using these categories identified the language teachers' capacity for nonconscious self-regulation via regularly accessing their vision and positive teaching/learning experiences for retriggering goal-directed motivated behavior.