Motivación y competitividadUn estudio en el aula de japonés como lengua extranjera

  1. Kyoko Ito-Morales 1
  2. Jerónimo Morales-Cabezas 1
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Año de publicación: 2021

Número: 35

Páginas: 205-219

Tipo: Artículo

DOI: 10.30827/PORTALIN.V0I35.15724 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Resumen

La motivación es indispensable para el aprendizaje de idiomas extranjeros (Williams & Burden, 1997/1999). Algunas estrategias son válidas para mejorar la motivación como son el uso de contenidos interesantes, el reto (Dörnyei, 2001), materiales audiovisuales y TIC especialmente para nuestro alumnado joven (Madrid, 2002). Para los jóvenes nativos digitales que ven el mundo como si fueran videojuegos (Watson, 2013, p.104), las aplicaciones educativas con un modo de competitividad son motivadoras, porque, aunque existe un lado oscuro de la hiper-competitividad, teóricamente la competitividad con una orientación de automejora es positiva (Fülöp, 2009) e incentiva la motivación necesaria para el aprendizaje de una lengua extranjera. Sin embargo, algunos autores encuentran a alumnos que se desmotivan por actividades con un componente competitivo. Entonces, ¿qué significa la competitividad para nuestro alumnado? ¿Las aplicaciones educativas en el modo de competitividad motivan a los alumnos? Este trabajo examina el efecto de la competitividad sobre la motivación del aprendizaje del japonés como lengua extranjera en el ámbito universitario. Los resultados muestran una tendencia del alumnado con perfil de competitividad para desarrollo personal, antipatía a la competitividad causada por la ansiedad en un ambiente competitivo y apreciación hacia las actividades con competitividad en el nivel grupal.

Referencias bibliográficas

  • Atkinson, J.W. & Reitman, W.R. (1956). Performance as a function of motive strength and expectancy of goal-attainment. Journal of Abnormal Psychology, 53, 361-366. http://doi. org/10.1037/h0043477
  • Baumann, C. & Harvey, M. (2018). Competitiveness vis-à-vis motivation and personality as drivers of academic performance: Introducing the MCP model. International Journal of Educational Management, 32(1), 185-202. http://doi.org/10.1108/IJEM-10-2017-0263
  • Bennett, S., Maton, K. & Kervin, L., (2008). The ‘digital natives’ debates: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786. https://doi. org/10.1111/j.1467-8535.2007.00793.x
  • Bipp, T. & van Dam, K. (2014). Extending hierarchical achievement motivation models: The role of motivational needs for achievement goals and academic performance. Personality and Individual Differences, 64, 157-162. https://doi.org/10.1016/j.paid. 2014.02.039
  • Borja Manero, J.T., Fernández-Vara, C. & Fernández-Manjón, B. (2017). Investigating the impact of gaming habits, gender, and age on the effectiveness of an educational video game: An exploratory study. IEEE Transactions on Learning Technologies, 10(2), 236-246. http:// doi.org/10.1109/TLT.2016.2572702
  • Covington, M.C. (2000). Goal theory, motivation and school achievement: An integrative review. Annual Review of Psychology, 51, 171-200. https://doi.org/10.1146/annurev. psych.51.1.171
  • Coyle, D. (2014). Motivating teachers and learners as researchers. En Lasagabaster, D., Doiz, A. & Sierra, J.M. (Eds.), Motivation and foreign language learning (pp. 50-70). John Benjamins Publishing Company. https://doi.org/10.1075/lllt.40.03coy
  • Crookes, G. y Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469-512. http://dx.doi.org/10.1111/j.1467-1770.1991.tb00690.x
  • Creighton, T.B. (2018). Digital natives, digital immigrants, digital learners: An international empirical integrative review of the literature. Education Leadership Review, 19(1), 132-140.
  • Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Taylor & Francis Group. https://doi.org/10.4324/9781410613349
  • Dörnyei, Z., Muir, C. & Ibrahim, Z. (2014). Directed motivational currents: Energising language learning by creating intense motivational pathways. En Lasagabaster, D., Doiz, A. & Sierra, J.M. (Eds.), Motivation and foreign language learning (pp. 9-30). John Benjamins Publishing Company. https://doi.org/10.1075/lllt.40.01dor
  • Ellis, R. (2008). The study of second language acquisition (second edition). Oxford University Press. Fülöp, M. (2009). Happy and unhappy competitors: What makes the difference? Psychological Topics, 18, 345-367.
  • Fülöp, M. & Orosz, G. (2015). State of the art in competition research. En Scott, E. & Kosslyn, S. (Eds.), Emerging trends in the social and behavioral sciences (pp. 1-16). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118900772.etrds0317
  • Gui, M. & Argentin, G. (2011). Digital skills of internet natives: Different forms of digital literacy in a random sample of northern Italian high school students. New Media & Society, 13(6), 963-980. http://doi.org/10.1177/1461444810389751
  • Houston, J.M., Harris, P.B., Moore, R., Brummett, R. & Kamatani, H. (2005). Competitiveness among Japanese, Chinese, and American undergraduate students. Psychological Reports, 97, 205-212. https://doi.org/10.2466/pr0.97.1.205-212
  • Lorenzo, F. (2014). Motivation meets bilingual models: Goal-oriented behavior in the CLIL classroom. En Lasagabaster, D., Doiz, A. & Sierra, J.M. (Eds.), Motivation and foreign language learning (pp. 139-156). John Benjamins Publishing Company. https://doi.org/10.1075/lllt.40.07lor
  • Madrid, D. (2002). The power of the FL teacher’s motivational strategies. Cauce, 25, 369-422.
  • Margaryan, A., Littlejohn, A. & Vojt, G. (2011). Are digital natives a myth or reality? University students’ use of digital technologies. Computers & Education, 56, 429-440. http://dx.doi. org/10.1016/j.compedu.2010.09.004
  • Marvel, M.D. (2017). Player characteristics and games: Findings and implications for distance learning. Journal of Educational Technology Systems, 46(2), 215-238. https://doi. org/10.1177/0047239517723138
  • McClelland, D.C. (1988). Human motivation. Cambridge University Press.
  • Moke, K.K.F., Chang, C.K.W., Prihadi, K. & Goh, C.L. (2018). Mediation effect of resilience on the relationship between self-efficacy and competitiveness among university students. International Journal of Evaluation and Research in Education, 7(4), 279-284. http://doi. org/10.11591/ijere.v7.i4.pp279-284
  • Murayama, K. & Elliot, A.J. (2012). The competition-performance relation: A meta-analytic review and test of the opposing processes model of competition and performance. Psychological Bulletin, 138(6), 1035-1070. http://doi.org/10.1037/a0028324
  • Orosz, G., Tóth-Király, I., Büki, N., Ivaskevics, K., Bőthe, B. & Fülöp, M. (2018). The four faces of competition: The development of the multidimensional competitive orientation inventory. Frontiers in Psychology, 9(779), 1-16. http://doi.org/10.3389/fpsyg.2018.00779
  • Prensky, M. (2001a). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1-6. https:// doi.org/10.1108/10748120110424816
  • Prensky, M. (2001b). Digital natives, digital immigrants part 2: do they really think differently? On the Horizon, 9(6), 1-6. https://doi.org/10.1108/10748120110424843
  • Selwyn, N. (2009). The digital native – myth and reality. Aslib Proceedings, 61(4), 364-379. https://doi.org/10.1108/00012530910973776
  • Silvia, P.J. (2012). Curiosity and motivation. En Ryan, R.M. (Ed.), The Oxford handbook of human motivation (1st edn) (pp. 1-19). Oxford University Press. http://doi.org/10.1093/ oxfordhb/9780195399820.013.0010
  • Smither, R.D. & Houston, J.M. (1992). The nature of competitiveness: The development and validation of the competitiveness index. Educational and Psychological Measurement, 52(2), 407-418. http://doi.org/10.1177/0013164492052002016
  • Thornton, B., Rychman, R.M. & Gold, J.A. (2011). Competitive orientations and the type A behavior pattern. Psychology, 2(5), 411-415. http://doi.org/10.4236/psych.2011.25064
  • Tsai, F. (2017). An investigation of gender differences in a game-based learning environment with different game modes. EURASIA Journal of Mathematics Science and Technology Education, 13(7), 3209-3226. http://doi.org/10.12973/eurasia.2017.00713a
  • U.S. Department of State. (s.f.). Foreign language training. https://www.state.gov/foreign-languagetraining/
  • Ushioda, E. (2014). Motivation, autonomy and metacognition: Exploring their interactions. En Lasagabaster, D., Doiz, A. & Sierra, J.M. (Eds.), Motivation and foreign language learning (pp. 31-50). John Benjamins Publishing Company. https://doi.org/10.1075/lllt.40.02ush
  • Vantieghem, W. & Van Houtte, M. (2018). Differences in study motivation within and between genders: An examination by gender typicality among early adolescents.
  • Youth & Society, 50(3), 377-404. http://doi.org/10.1177/0044118X15602268 Watson, I.R. (2013). Digital natives or digital Tribes? Universal Journal of Educational Research 1(2), 104-112. http://doi.org/10.13189/ujer.2013.010210
  • Weiner, B. (1985). Human motivation. Springer-Verlag. Williams, M. & Burden, R. L. (1999). Psicología para profesores de idiomas: enfoque del constructivismo social (A. Valero, Trans.). Cambridge University Press (Trabajo original publicado en 1997).
Fuente de los datos: Dialnet