Factors Influencing Second Language Learners' Goal Setting
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摘要
Goalsetting, as one of the most important meta-cognitive strategies in learning, has gained considerable attention (Bruce,2011). A number of studies have focused on the positive effect of goal setting in sustaining motivation, promoting self-efficacy andfostering autonomy. However, few research seems to examine the factors that influence second language learners’goal setting. Thecurrent study aims to address this gap by investigating the goal setting processes of two postgraduate learners at Tianjin ForeignStudies Universities. Interviews were triangulated to obtain a deep understanding. Findings revealed that motivation, self-efficacy,learning strategy, time management can all have influences on the language learners’goal-setting.
Goalsetting, as one of the most important meta-cognitive strategies in learning, has gained considerable attention (Bruce,2011). A number of studies have focused on the positive effect of goal setting in sustaining motivation, promoting self-efficacy andfostering autonomy. However, few research seems to examine the factors that influence second language learners’goal setting. Thecurrent study aims to address this gap by investigating the goal setting processes of two postgraduate learners at Tianjin ForeignStudies Universities. Interviews were triangulated to obtain a deep understanding. Findings revealed that motivation, self-efficacy,learning strategy, time management can all have influences on the language learners’goal-setting.
Goalsetting, as one of the most important meta-cognitive strategies in learning, has gained considerable attention (Bruce,2011). A number of studies have focused on the positive effect of goal setting in sustaining motivation, promoting self-efficacy andfostering autonomy. However, few research seems to examine the factors that influence second language learners’goal setting. Thecurrent study aims to address this gap by investigating the goal setting processes of two postgraduate learners at Tianjin ForeignStudies Universities. Interviews were triangulated to obtain a deep understanding. Findings revealed that motivation, self-efficacy,learning strategy, time management can all have influences on the language learners’goal-setting.
引文
[1]Bruce Morrison.Independent Language Learning[M].Hong Kong:Hong Kong University Press,2011.
[2]Locke E A.Toward a theory of task motivation and incentives[J].Organizational Behavior and Human Performance,1968,3(2):157-189.
[3]John marshall Reeve.Motivating others[M].Massachusetts:A Simon&Schuster Company,1996.
[4]Wood R E,Mento A J,Locke E A.Task complexity as a moderator of goal effects:A meta-analysis[J].Journal of Applied Psychology,1987,72:416-423.
[5]Anita Woolfolk.Educational Psychology.Allyn&Becon,inc,2001.
[6]Latham,G.P.,Mitchell,T.R.&Dossett,D.L.Importance of participative goal setting and anticipated rewards on goal difficulty and job performance[J].Journal of Applied Psychology,1978,63.
[7]Ames C.Classrooms:Goals,structures,and student motivation[J].Journal of educational psychology,1992,84(3).
[8]Locke E A,Latham G P.A Theory of Goal Setting and Task Performance[M].Englewood Cliffs,NJ:Prentice-Hall,1990.
[9]Wenden A.Learner strategies for learner autonomy[M].Hemel Hempstead:Prentice Hall,1991.
[10]Oxford R,Shearin J.Language learning motivation:Expanding the theoretical framework[J].Modern Language Journal,1994,78:12-28.
[11]Latham G P.The motivational benefits of goal-setting[J].Academy of Management
[12]Yukl G A,Latham G P.Interrelationships among employeeparticipation,individual differences,goal difficulty,goal acceptance,goal instrumentality,and performance[J].Personnel Psychotogy,1976,31:305-323.
[13]Shawn K.Yearta,Rob B.Briner,Sally Maitlis.An exploratory study of goal setting in theory and practice[J].Journal of Occupational and Organizational Psychology,1995,68:237-252
[14]Bandura A.Self-efficacy:Toward a unifying theory of behavioral change[J].Psychological Review,1977(84):191-215.
[2]Locke E A.Toward a theory of task motivation and incentives[J].Organizational Behavior and Human Performance,1968,3(2):157-189.
[3]John marshall Reeve.Motivating others[M].Massachusetts:A Simon&Schuster Company,1996.
[4]Wood R E,Mento A J,Locke E A.Task complexity as a moderator of goal effects:A meta-analysis[J].Journal of Applied Psychology,1987,72:416-423.
[5]Anita Woolfolk.Educational Psychology.Allyn&Becon,inc,2001.
[6]Latham,G.P.,Mitchell,T.R.&Dossett,D.L.Importance of participative goal setting and anticipated rewards on goal difficulty and job performance[J].Journal of Applied Psychology,1978,63.
[7]Ames C.Classrooms:Goals,structures,and student motivation[J].Journal of educational psychology,1992,84(3).
[8]Locke E A,Latham G P.A Theory of Goal Setting and Task Performance[M].Englewood Cliffs,NJ:Prentice-Hall,1990.
[9]Wenden A.Learner strategies for learner autonomy[M].Hemel Hempstead:Prentice Hall,1991.
[10]Oxford R,Shearin J.Language learning motivation:Expanding the theoretical framework[J].Modern Language Journal,1994,78:12-28.
[11]Latham G P.The motivational benefits of goal-setting[J].Academy of Management
[12]Yukl G A,Latham G P.Interrelationships among employeeparticipation,individual differences,goal difficulty,goal acceptance,goal instrumentality,and performance[J].Personnel Psychotogy,1976,31:305-323.
[13]Shawn K.Yearta,Rob B.Briner,Sally Maitlis.An exploratory study of goal setting in theory and practice[J].Journal of Occupational and Organizational Psychology,1995,68:237-252
[14]Bandura A.Self-efficacy:Toward a unifying theory of behavioral change[J].Psychological Review,1977(84):191-215.