Autonomous Motivation in Language Learning Contexts： A Self-Determination Theory Perspective  

作　　者：Hossein Rahmanpanah 

机构地区：[1]Islamic Azad University--Science and Research Branch, Tehran, Iran

出　　处：《Sino-US English Teaching》2012年第2期899-912,共14页中美英语教学（英文版）

摘　　要：Deci and Ryan＇s （1985a） self-determination theory is on this basis that the promotion of rrtore effective learning is achieved when the learner is intrinsically motivated in an autonomy-supportive climate. In educational settings, the concept of autonomy support, as described in self-determination theory （Deci ＆ Ryan, 1985a）, means that the teacher takes the learners＇ perspective, acknowledges their feelings, and provides them with relevant information and opportunities for choice, while reducing the use of pressure. Therefore, self-determination theory suggests a unique view for understating how autonomy supportive climate can promote intrinsic/autonomous motivation through supporting the basic psychological needs for autonomy, competence, and relatedness. This study first presents an overview of Deci and Ryan＇s （1985a） self-determination theory and its application to the study of L2 （second language） intrinsic/autonomous motivation. Then, based on the tenets of self-determination theory, this study posits that the more the learners＇ needs for autonomy, competence, and relatedness are satisfied in the classroom, the more they indicate intrinsic reasons for learning the language. The results o f this review support the fact that intrinsic/extrinsic paradigm, as described in self-determination theory is useful for enhancing L2 learners＇ autonomous motivation. Finally, 1：his study suggests that self-determination theory has strong implications in L2 learning as the more internalized the reason for L2 learning, the more self-determined and intrinsically/autonomously motiwtted the learners will be

关 键 词：AUTONOMY EXTRINSIC INTRINSIC self-determination theory 

分 类 号：H31[语言文字—英语]