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Record Nr. |
UNINA9910827263803321 |
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Titolo |
Motivation and foreign language learning : from theory to practice / / edited by David Lasagabaster, Aintzane Doiz, Juan Manuel Sierra |
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Pubbl/distr/stampa |
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Amsterdam, Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins Publishing Company, , 2014 |
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©2014 |
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ISBN |
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Descrizione fisica |
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1 online resource (198 p.) |
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Collana |
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Language Learning & Language Teaching ; ; Volume 40 |
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Disciplina |
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Soggetti |
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Language and languages - Study and teaching |
Second language acquisition |
Motivation in education |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references at the end of each chapters and index. |
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Nota di contenuto |
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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-representationsInterim 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 |
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4. Motivating language teachers: Inspiring visionIntroduction; 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 genderConclusion; 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 |
IntroductionTheoretical 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 |
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Sommario/riassunto |
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The chapter approaches motivation from a practitioners' perspective and tries to illustrate how motivational theories can help language teachers working in higher education to gain deeper insights into students' learning behavior. Particular attention is paid to the importance of setting challenging short-term goals and providing ample opportunities for practice and feedback, in combination with nourishing long-term language goals in students' ideal self-beliefs. The chapter points towards the potential of content and language integrated learning (CLIL) in this respect, cautioning, however, th |
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