ĐỘNG LỰC BÊN NGOÀI VÀ ĐỘNG LỰC NỘI TẠI CỦA SINH VIÊN HỌC NGOẠI NGỮ TẠI CÁC TRƯỜNG ĐẠI HỌC CÔNG LẬP TẠI THÀNH PHỐ HỒ CHÍ MINH = EXTRINSIC AND INTRINSIC MOTIVATIONS FOR LEARNING ENGLISH AS A FOREIGN LANGUAGE (EFL) OF STUDENTS OF PUBLIC UNIVERSITIES IN HO CHI MINH CITY

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Tác giả: Le Hong Linh

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học Ngôn ngữ và Văn hóa, 2017

Mô tả vật lý:

Bộ sưu tập: NCBI

ID: 582062

Thêm vào giỏ

Bài báo đưa ra các lý do sinh viên của các trường đại học công lập ở thành phốHồ Chí Minh học tiếng Anh và cũng xem xét mối quan hệ giữa các yếu tố động lực bênngoài và nội tại của sinh viên trong việc học tiếng Anh. Kết quả của nghiên cứu chothấy rằng tất cả các yếu tố giá trị của động cơ là định hướng mục tiêu, giá trị nhiệm vụ
Kiểm soát niềm tin học tập, Khả năng tự học để học và thực hiện. Kết quả của nghiêncứu cho thấy rằng cả năm giá trị của các thành phần động lực, cụ thể là định hướngmục tiêu, giá trị nhiệm vụ
kiểm soát niềm tin học tập, khả năng tự học để học và thựchiện
các thử nghiệm có liên quan đáng kể đến động lực bên ngoài cũng như định hướngmục tiêu và giá trị nhiệm vụ có liên quan đáng kể đến động lực nội tại. The article examines the reasons the students of public universities in Ho ChiMinh City have for studying English. It also looks at the relationship between the students’extrinsic and intrinsic motivation factors in studying English. The article adapted themotivation section measuring the value component of motivation
the expectancycomponent of motivation including Control of learning beliefs and Self-efficacy forlearning and performance
and the affective component of motivation as Test anxiety. Theresults of the study show that all five value components of motivation namely Goalorientation, Task value
Control of learning beliefs, Self-efficacy for learning andperformance
and Test anxiety are significantly related to the extrinsic motivation whileonly Goal orientation and Task value are significantly related to the intrinsic motivation.

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