대한영어영문학회

Compared to foreign language (particularly EFL) learning motivation, foreign language teaching motivation has rarely been investigated for the past 50 years. Not until at the turn of the 21st century, has it begun to attract academic attention (e.g., Pennington, 1995). However, given the symbiotic nature in the motivational mindset between a teacher and learners in the language classroom, the enthusiasm of the EFL teacher is transferred to students, resulting in enhancing the level of EFL learning motivation. In this paper, the major characteristics of teacher motivation in education in general are explained, and then focus on EFL teacher (de)motivation and its related socio-educational factors are explicated. Three major themes from previous language teacher (de)motivation literatures are introduced: 1) factors of initial teacher motivation among pre-service and novice in-service teachers, 2) major demotivational factors identified among experienced in-service teachers with specific emphasis on teachers emotion labor, 3) pedagogical implications and future research direction. By presenting both qualitative and quantitative previous studies, the complexity of EFL teacher (de)motivation and practical suggestions to prevent teacher demotivation in various school levels of EFL education in East Asian countries are also discussed. (Chung-Ang University)