In the globalized world, the English language has an important role. It expands and finds its way into curriculums as far away as in Asia. However, in Sweden English has been a part of the curriculum for over a half-century and most Swedes are able to understand and make themselves understood in English to a certain extent. Nevertheless, in the wake of globalization its importance has grown, and as a core subject in school and as a spread commercial language, mastering the English language has become a significant skill. Learning a foreign language is a delicate task that requires volition and a great deal of patience. In order to succeed, the learner must be motivated. Motivation is a powerful phenomenon, relevant within all learning, but not least when it concerns areas as demanding and challenging as language learning. This smallscale study investigates views in recent research of the role of pupils’ selves in relation to their motivation and what factors are considered to stimulate pupils’ selves. Asian studies dominate the reviewed material but also Swedish studies are represented. The findings of this study indicate that pupils’ selves are related to motivation. What stimulates pupils’ selves seems to match all activities and methods that strengthen autonomy, competence and relatedness. These findings support a motivational conscious teaching, where motivation is acknowledged as a vital element in learning in general and specifically in language learning.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:du-25583 |
| Date | January 2017 |
| Creators | Jönsson, Helena |
| Publisher | Högskolan Dalarna, Pedagogiskt arbete |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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