Dávid Smid

Toward an Understanding of Pre-Service English Teachers’ Motivation: The Case of Hungary

The Socio-Dynamic Approach

As its label indicates, the socio-dynamic approach attempts to understand L2 learning motivation by focusing on two interrelating details. One is the temporal dimension of motivation, the other is how L2 learning motivation evolves from the relationship between the L2 learner self and the surrounding context (Dörnyei & Ryan, 2015; Dörnyei & Ushioda, 2013). The emergence of the given theoretical perspective can be attributed to the influence of complex dynamic systems theory (CDST), introduced to the field of AL by Larsen-Freeman (1997). This is because a CDST approach is known for its focus on the complex (i.e., multilayered and multivariate) nature of a construct as well as its dynamic development (i.e., changes in interrelationships and interactions) (Larsen-Freeman, 1997; Larsen-Freeman & Cameron, 2008). To my knowledge, there have emerged five concepts in connection with the socio-dynamic approach, namely, ideal L2 learner self, ought-to L2 learner self, L2 vision, L2 learning experience—all part of Dörnyei’s (2005, 2009a) theoretical model, the foreign language motivational self-system (L2MSS), and directed motivational current (Dörnyei et al., 2014). In what follows, I focus on all of these concepts but the last one due to their relevance to my research results.

Toward an Understanding of Pre-Service English Teachers’ Motivation: The Case of Hungary


Kiadó: Akadémiai Kiadó

Online megjelenés éve: 2022

ISBN: 978 963 454 818 8

In this monograph, the findings of a mixed-methods, multi-perspective empirical study targeting the motivation of Hungarian pre-service English teachers are presented and discussed. When it comes to the Hungarian context, the importance of the topic is indicated by issues, such as the ongoing workforce shortage in the public education sector and the latest reforming of the initial teacher education system. The present investigation sheds light on the complexity of Hungarian pre-service English teachers’ motivation, which was found to be a bipartite construct interrelated with cognitive, emotional, and social processes. It also offers insights into the motivating capacity of the undivided pre-service English teacher education program as well as the extent to which the initial teacher education system is effective with respect to its student recruitment policy. As such, this monograph might be beneficial to researchers, university instructors, mentor teachers, and educational policymakers alike.

Hivatkozás: https://mersz.hu/smid-toward-an-understanding-of-pre-service-english-teachers-motivation-the-case-of-hungary//