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Initiation, preservation, and retrospection: The role of CLT in the L2 motivational process

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Jonathan David Brown, University of Yamanashi



This paper examines the role Communicative Language Teaching (CLT), a popular language teaching approach, plays in second-language (L2) motivation by analyzing the characteristics of CLT in tandem with the motivational process. Using Dörnyei and Ottó’s (1998) model of L2 motivation as a framework, three major components of motivation are identified: (1) initiation, (2) preservation, and (3) retrospection. Based on these components, the role CLT plays at the various stages of the L2 motivational process, as identified by Dörnyei and Ottó (1998), through initiation, preservation, and retrospection is investigated. In doing so, this study presents evidence of the importance CLT plays in fostering students’ motivation, thereby advocating its effectiveness in ESL/EFL classrooms in Japan.

本論は、第2言語(L2)学習の一般的な語学教授法であるコミュニカティブ・ランゲージ・ティーチング(CLT)の役割を、動機づけの過程と並行してその特徴を説明することで検証した。Dörnyei & Ottó (1998)のL2学習における動機づけを枠組みとして使用し、動機づけの3つの主要な構成要素を(1)始まり、(2)維持、(3)回顧と識別した。これらの構成要素を基盤とし、L2学習の動機づけの様々な段階におけるCLTの役割を研究した。本論では、CLTが生徒のやる気を育てるのに重要な役割を担うことを例証し、日本のESL/EFLクラスに効果的であることを論じる。

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