@article{oai:keisen.repo.nii.ac.jp:00000292,
 author = {DA SILVA,, Dexter and ダ・シルバ,, デクスター and DA SILVA,, Dexter},
 journal = {恵泉女学園大学人文学部紀要, Keisen Jogakuen College Bulletin},
 month = {Jan},
 note = {P(論文), Research and theory in motivation in language learning/teaching have mainly focused on individual differences in the learner. It is argued here that it is time to change that focus to the learning/teaching situation. By looking at some activities, procedures, methods and techniques that teachers practise in the classroom, and analyzing them in terms of theories in educational psychology, this paper is a further attempt to help narrow the gap between research and theory in TESOL on the one hand, and practice, the work that teachers do, on the other. Following earlier writers, teachers' work is divided into four levels. It is argued that by putting the concept of motivation in the forefront, considering its accepted importance in the learning process, we can reassess our teaching, help to share our ideas and progress theory and research along lines that are more relevant to us, as teachers.},
 pages = {31--46},
 title = {A Motivational Approach to Language Teaching},
 volume = {6},
 year = {1994}
}