Использование нелинейных динамических мотивационных стратегий для преодоления психологической реактивности учащихся и их ожидания исключительно положительной оценки собственной работы
Аннотация
Теоретической основой для разработки и описания нелинейных динамических мотивационных стратегий (НДМС) послужила идея Бахари (2019a) о динамичности и нелинейности мотивации при обучении первому иностранному языку (L2) на основе теории сложных динамических систем. В настоящем исследовании НДМС используются для преодоления в процессе обучения L2 двух препятствующих факторов — ожидания обучающихся исключительно положительной оценки своей работы (англ. — academic entitlement, AE) и психологической реактивности (англ. — psychological reactance, PR). Для изучения эффективности предложенных стратегий в качестве педагогического инструмента для управления и минимизации этих препятствующих факторов в процессе обучения автором был использован комбинированный метод, включающий работу как с преподавателями, так и с учащимися. Наблюдаемая эффективность НДМС в управлении и минимизации анализируемых препятствующих факторов, а также отход от формата занятий, где главной фигурой является учитель, а основной формой работы — тест, в пользу повышающих мотивацию занятий, ориентированных на обучающихся, имеют ценность как теоретического, так и педагогического характера. Основной вывод исследования, сделанный после тщательной методологической оценки собранных данных, подтверждает эффективность НДМС как стратегий преподавания L2 с учетом индивидуальных различий обучающихся с целью улучшения взаимодействия между учителем и учеником. Исходя из полученных результатов, можно с уверенностью заключить, что НДМС как независимая переменная продемонстрировала значительное влияние на преодоление и минимизацию AE и PR в процессе обучения L2.
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