Desenvolvendo a autonomia pelas trilhas da motivação, autoestima identidade: uma experiência reflexiva

Abstract

This thesis sought to operationalize Dörnyei & Ottós (1998) process model of motivation for L2 learning, updated by Dörnyei (2001), in order to verify its suitability for a learner`s development of autonomy. Data collection was conducted in four phases, based on the pre-actional, actional and post-actional phases suggested by the motivational model. In the preparation phase of motivation management, the informants profile of L2 learning was drawn, which involved the use of a narrative oflearning and five questionnaires. After that, the model started to be operationalized and, in the pre-actional phase, the basic motivational conditions for her development were established. In the actional phase, the management made by the informant of her motivation was accompanied by means of three reflective sessions of semi-structuredinterviews. In the post-actional phase, the informant assessed the research experience in another reflexive session of semi-structured interview. Furthermore, based on the Miccoli & Bambirras (2009) framework of formal experiences of L2 learning, the experiential components brought by the informant interviews were mapped in herdiscourse, categorized, quantified, and analyzed to show the movement of the cognitive, social, emotional, contextual, personal, conceptual and motivational components of her experience throughout the process. The model proved to be efficient to promote the development of autonomy.