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Date Posted: 10:53:39 10/12/04 Tue
Author: José Euríalo
Subject: Re: Motivação, qual o verdadeiro significado?
In reply to: Luciana Laender 's message, "Motivação, qual o verdadeiro significado?" on 16:52:14 10/11/04 Mon

Luciana e colegas:

A propósito de inventários de características de aprendizes autônomos mencionados por THANASOULAS (2000), permito-me acrescentar, aqui, interessante comentário e inventário de características de aprendizes motivados constante do livro de UR (1996):

“CHARACTERISTICS OF MOTIVATED LEARNERS

“The authors of a classic study of successful language learning (Naiman et al., 1978) came to the conclusion that the most successful learners are not necessarily those to whom a language comes very easily; they are those who display certain typical characteristics, most of them clearly associated with motivation. Some of these are:

1 – “Positive task orientation”. The learner is willing to tackle tasks and challenges, and has confidence in his or her success.
2 – “Ego-involvement”. The learner finds it important to succeed in learning in order to maintain and promote his or her own (positive) self-image.
3 – “Need for achievement”. The learner has a need to achieve, to overcome difficulties and succeed in what he or she sets out to do.
4 – “High aspirations”. The learner is ambitious, goes for demanding challenges, high proficiency, top grades.
5 – “Goal orientation”. The learner is very aware of the goals of learning, or of specific learning activities, and directs his or her efforts towards achieving them.
6 – “Perseverance”. The learner consistently invests a high level of effort in learning, and is not discouraged by setbacks or apparent lack of progress.
7 – “Tolerance of ambiguity”. The learner is not disturbed or frustrated by situations involving a temporary lack of understanding or confusion; he or she can live with these patiently, in the confidence that understanding will come later.”

Uma comparação entre essas características e aquelas arroladas por THANASOULAS (2000), quando cita Omaggio, 1978, (citado por Wenden, 1998: 41-42) , atribuídas ao aprendiz autônomo, não demanda muito esforço.

Talvez esses trechos de UR e de THANASOULAS possam deixar o termo menos vago.

Bibliography
UR, Penny. “A course in language teaching: practice and theory”. Cambridge: Cambridge University Press, 1997. p.274.

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