Motivação e aprendizagem de língua estrangeira: um estudo sobre dimensões intrínsecas, cognitivas e extrínsecas de professores em pré-serviço

Abstract

This undergraduate thesis aimed — based on the analysis of a selected data corpus, collected through online questionnaires — to investigate how motivation influences the process of foreign language learning among pre-service students/teachers in a Language and Literature teacher education program. Therefore, authors such as Dörnyei (2000/2011), Nascente (2004), and Ushioda (1996) form part of the theoretical framework of this study. In this sense, the research sought to promote reflection on motivation within the context of foreign language teaching and learning, offering an attempt to evaluate the consequences of this process. The results showed that motivation stems from different sources, such as the learners and teachers themselves, who, in some way, influence the entire foreign language learning process by counterbalancing feelings of insecurity, demotivation, anxiety, and blockage, and by fostering feelings of engagement, curiosity, and reflection.