Pre-Service English Teachers’ Beliefs on Speaking Skill Based on Motivational Orientations

Ali Dincer, Savas Yesilyurt

Abstract


This study aimed to explore pre-service English teachers’ perceptions of teaching speaking in Turkey, the importance they give to this language skill, and their self-evaluation of their speaking competence. With case design and maximum variation sampling approach, seven pre-service English teachers’ beliefs about speaking skills were gathered in regard to motivational orientations based on Self-determination theory (Deci & Ryan 2002) and the data was analyzed according to interview questions. Findings revealed that the subjects, whether they were intrinsically or extrinsically motivated to speak English, had negative ideas about speaking instruction in Turkey though they all agreed that it was the most important language skill. The findings also showed that they felt incompetent in oral communication though they had different motivational orientations about speaking English. The findings are significant for understanding speaking instruction in English language classrooms from a motivational perspective and helpful for enhancing learners’ speaking ability with intrinsic motivation.


Full Text: PDF DOI: 10.5539/elt.v6n7p88

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This work is licensed under a Creative Commons Attribution 3.0 License.

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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