Motivation and Foreign Language Learning
From theory to practice
1st Edition
Published on 31. July 2014
VIII, 190 pages
978-90-272-6975-1 (ISBN)
Description
Motivation is a key aspect of second language learning. There is no doubt that abstract models are basic to gain theoretical insights into motivation; however, teachers and researchers demand comprehensible explanations for motivation that can help them to improve their everyday teaching and research. The aim of this book is to provide both theoretical insights and practical suggestions to improve motivation in the classroom. With this in mind, the book is divided into two sections: the first part includes innovative ideas regarding language learning motivation, whereas the second is focused on the relationship between different approaches to foreign language learning - such as EFL (English as a foreign language), CLIL (Content and Language Integrated Learning) or immersion - and motivation. Both sections have an emphasis on pedagogical implications that are rooted in both theoretical and empirical work.
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David Lasagabaster | Aintzane Doiz | Juan Manuel Sierra
Motivation and Foreign Language Learning
From theory to practice
Book
07/2014
John Benjamins Publishing Co
€34.98
Shipment within 10-15 days
David Lasagabaster | Aintzane Doiz | Juan Manuel Sierra
Motivation and Foreign Language Learning
From theory to practice
Book
07/2014
John Benjamins Publishing Co
€100.70
Shipment within 10-15 days
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Content
- Motivation and Foreign Language Learning
- Editorial page
- Title page
- LCC data
- Table of contents
- Contributors
- Introduction
- Acknowledgements
- References
- Part I. Theoretical and practical insights into motivation
- 1. Directed Motivational Currents: Energising language learning by creating intense motivational pat
- What is a Directed Motivational Current?
- The main dimensions of DMCs
- Motivation theories related to DMCs
- Practical implications
- Conclusion
- References
- 2. Motivation, autonomy and metacognition: Exploring their interactions
- Introduction
- Motivation and L2 learning timeline
- Long-term goals, reasons, orientations, future self-representations
- Interim short-term goals and targets: Towards metacognition
- Experiential dimension of motivation: Responding to challenge
- Motivation, autonomy and metacognition: Analysing the interface
- Developing motivation and metacognitive know-how: The role of dialogue
- Conclusion and research agenda
- References
- 3. Motivating teachers and learners as researchers
- Introduction
- Motivation and achievement
- 'Successful learning'
- Collaborative inquiry: Learners and teachers as researchers
- The LOCIT process
- Conclusion
- References
- 4. Motivating language teachers: Inspiring vision
- Introduction
- The "problem" of impact
- Theoretical background
- Inspiring language teachers' vision
- Conclusion
- References
- Part II. Studies on motivation in foreign language classrooms
- 5. Swedish students' beliefs about learning English in and outside of school
- The setting
- Out-of-school encounters with English
- Learning English in school
- A situation unique to Sweden?
- Beliefs about the effects of out-of-school encounters with English
- Learner beliefs
- Self-regulation
- Gender differences in beliefs about learning English
- Self-regulation and gender
- Conclusion
- References
- 6. Giving voice to the students: What (de)motivates them in CLIL classes?
- Introduction
- CLIL and motivation
- The study
- Results
- Discussion
- Conclusion
- Acknowledgements
- References
- Appendices
- 7. Motivation meets bilingual models: Goal-oriented behavior in the CLIL classroom
- Introduction
- Motivation in instructed second language acquisition
- Content and language integrated learning: A rationale
- Material analysis
- Conclusion
- References
- 8. Visible learning and visible motivation: Exploring challenging goals and feedback in language edu
- Introduction
- Theoretical background
- Results from a longitudinal study on language learning motivation in higher education
- Discussion and conclusion
- References
- Epilogue
- 9. Motivation: Making connections between theory and practice
- Acknowledgements
- References
- Name index
- Subject index
