外语教师动机研究——回顾与展望

Foreign Language Teacher Motivation Research:Retrospect and Prospect

通过梳理1995年至2021年,发表在国内外重要学术刊物上关于外语教师动机的研究文献,本文从研究对象、研究方法、研究主题三个视角探究该领域的发展特点,并对未来研究做出展望。研究发现,国内外外语教师动机研究总体上呈现出一种波动上升的趋势,其研究对象具有多元化特征,研究方法以单一的定性或定量研究方法为主,在研究主题上,教学取向的动机研究占主导,发展取向的动机研究相对较少。研究对象和主题交叉分析结果显示,有关中小学外语教师教学取向的动机研究成果要多于有关其发展趋向的动机研究成果;对高校和其他类型教师发展取向的动机研究关注度较高。研究主题和研究方法的交叉分析结果显示,有关教学取向的动机研究中,定性研究居多,有关发展取向的动机研究中,定量研究和定性研究较为均衡。基于以上研究结果,本文认为:未来研究要拓宽研究对象,关注小语种教师;研究方法要多样化,增大混合研究的比重;研究主题要拓展思路,走跨学科发展之路。

Based on a dataset of papers on foreign language teacher motivation(FLTM)published in leading academic journals at home and abroad from 1995 to 2021,this paper analyzes FLTM development in terms of research participants,methods,and themes and offers recommendations for future studies in this field.The past 26 years have witnessed fluctuations in FLTM research.Over this period,research participants have been diversified,and research methods have demonstrated either a qualitative or a quantitative orientation.Research has focused on teaching-oriented motivation,with less emphasis on development-oriented motivation.An analysis of themes and participants indicates that more research explored primary and high school teachers’teaching-oriented motivation than their developmentoriented motivation,which is contrary to the findings on teachers in higher education and other types of teachers.An analysis of research themes and methods showcases that qualitative methods dominate in teaching-orientated motivation research,while both quantitative and qualitative methods are used to explore development-orientated motivation.Based on these findings,future research should employ broader samples with more focus on teachers of languages other than English,use more mixed-method approaches,and widen the research themes with transdisciplinary support.