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Hyun Soo Kim
Chung-Ang University
Corea, República de
Tae-Young Kim
Chung-Ang University
Corea, República de
Núm. 36 (2021): June, Artículos, Páginas 139-157
DOI: https://doi.org/10.30827/portalin.v0i36.15909
Recibido: sep 12, 2020 Aceptado: dic 21, 2020 Publicado: jun 11, 2021
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Resumen

El estudio tiene como objetivo explorar la influencia del lenguaje en la motivación de los profesores de inglés novatos e investigar la singularidad de las reacciones de cada profesor de inglés a las actividades de lenguaje motivacional (MLAs) desde una perspectiva de la teoría de la actividad (AT). Se entrevistó a tres profesores de inglés novatos de escuelas secundarias en Corea del Sur con preguntas basadas en un marco de AT, y completaron seis conjuntos de MLAs que constan de dos partes: motivación y lenguaje. Nuestros hallazgos indicaron que los dos maestros relativamente motivados podrían usar los MLAs para recuperar su identidad de maestro ideal y mejorar su confianza en la enseñanza. Al participar en los MLAs, una maestra desmotivada podría remodelar sus pensamientos con respecto a la enseñanza y motivarse nuevamente. También se ha demostrado que los MLAs podrían mediar en la participación en una comunidad de maestros imaginaria, lo que posiblemente conduce a una mejora en la motivación del maestro de L2, pero esto no ocurriría dependiendo de la agencia de maestros de uno.

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