Learning Motivation and Function of Pronunciation for Students in German and English Classes
DOI:
https://doi.org/10.55707/ds-po.v39i3-4.152Keywords:
learning motivation, internal motivation, external motivation, motivational factors, self-perceptionAbstract
The conducted study focuses on the problem of learning motivation among middle school students and compares it with teachers' beliefs about what motivates students. Simultaneously, it examines the correlations between these learning motivation factors and the self-perception of pronunciation and learning motivation. As part of a larger investigation, this fragment of the selected topic provides insights into the correlation between motivation, learning motivation, self-perception of motivation, and teachers' beliefs about student motivation. The mentioned motivational factors are divided into external and internal factors. It turns out that teachers listed the same or similar motivational reasons as the learners, indicating no gap in the perception of what motivates them. Teachers are aware of exactly why students learn. The only deviation was that teachers believe motivation through grades is more prevalent than it actually is.
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