LEADER 04714nam 22008894a 450 001 9910784011003321 005 20230828234216.0 010 $a1-84769-898-0 010 $a1-280-50175-8 010 $a9786610501755 010 $a1-85359-887-9 024 7 $a10.21832/9781853598876 035 $a(CKB)1000000000337021 035 $a(EBL)255739 035 $a(OCoLC)226376690 035 $a(SSID)ssj0000205924 035 $a(PQKBManifestationID)12055985 035 $a(PQKBTitleCode)TC0000205924 035 $a(PQKBWorkID)10213152 035 $a(PQKB)11016359 035 $a(SSID)ssj0000907993 035 $a(PQKBManifestationID)12431368 035 $a(PQKBTitleCode)TC0000907993 035 $a(PQKBWorkID)10898509 035 $a(PQKB)11464052 035 $a(MiAaPQ)EBC255739 035 $a(DE-B1597)491442 035 $a(OCoLC)860473595 035 $a(DE-B1597)9781853598876 035 $a(Au-PeEL)EBL255739 035 $a(CaPaEBR)ebr10120630 035 $a(CaONFJC)MIL50175 035 $a(OCoLC)560376034 035 $a(EXLCZ)991000000000337021 100 $a20060117d2006 uy 0 101 0 $aeng 135 $aurnn#---|u||u 181 $ctxt 182 $cc 183 $acr 200 10$aMotivation, language attitudes and globalisation$b[electronic resource] $ea Hungarian perspective /$fZolta?n Do?rnyei, Kata Csize?r, and No?ra Ne?meth 210 $aClevedon, [England] ;$aBuffalo $cMultilingual Matters$dc2006 215 $a1 online resource (218 p.) 225 1 $aSecond language acquisition ;$v18 300 $aDescription based upon print version of record. 311 0 $a1-85359-885-2 311 0 $a1-85359-886-0 320 $aIncludes bibliographical references (p. 150-156) and index. 327 $tFront matter --$tContents --$tIntroduction --$t1. Background Information and Theory --$t2. Method --$t3. Language Attitudes and Motivation in Hungary: From 1993 to 2004 --$t4. Modifying Factors in Language Attitudes and Motivation: Gender, Geographical Location and School Instruction --$t5. The Internal Structure of Language Learning Motivation --$t6. Language Learners? Motivational Profiles --$t7. The Effects of Intercultural Contact on Language Attitudes and Language Learning Motivation --$tSummary and Conclusion --$tReferences --$tAppendices --$tIndex 330 $aThis volume presents the results of the largest ever language attitude/motivation survey in second language studies. The research team gathered data from over 13,000 Hungarian language learners on three successive occasions: in 1993, 1999 and 2004. The examined period covers a particularly prominent time in Hungary?s history, the transition from a closed, Communist society to a western-style democracy that became a member of the European Union in 2004. Thus, the book provides an ?attitudinal/motivational flow-chart? describing how significant sociopolitical changes affect the language disposition of a nation. The investigation focused on the appraisal of five target languages ? English, German, French, Italian and Russian ? and this multi-language design made it also possible to observe the changing status of the different languages in relation to each other over the examined 12-year period. Thus, the authors were in an ideal position to investigate the ongoing impact of language globalisation in a context where for various political/historical reasons certain transformation processes took place with unusual intensity and speed. The result is a unique blueprint of how and why language globalisation takes place in an actual language learning environment. 410 0$aSecond language acquisition (Clevedon, England) ;$v18. 606 $aLanguage and languages$xStudy and teaching$zHungary 606 $aMotivation in education 606 $aLanguage awareness$zHungary 606 $aIntercultural communication$zHungary 610 $aHungarian language learners. 610 $aL2 motivation. 610 $aSLA. 610 $aSecond Language Acquisition. 610 $alanguage attitudes. 610 $alanguage learning. 610 $amotivation. 615 0$aLanguage and languages$xStudy and teaching 615 0$aMotivation in education. 615 0$aLanguage awareness 615 0$aIntercultural communication 676 $a418.0071/0439 700 $aDo?rnyei$b Zolta?n$0478420 701 $aCsize?r$b Kata$f1971-$01543562 701 $aNe?meth$b No?ra$01543563 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910784011003321 996 $aMotivation, language attitudes and globalisation$93797082 997 $aUNINA LEADER 05681nam 2201369Ia 450 001 9910785247703321 005 20200520144314.0 010 $a1-282-82109-1 010 $a9786612821097 010 $a1-4008-3673-5 024 7 $a10.1515/9781400836734 035 $a(CKB)2670000000047875 035 $a(EBL)590819 035 $a(OCoLC)712994965 035 $a(SSID)ssj0000419836 035 $a(PQKBManifestationID)11304967 035 $a(PQKBTitleCode)TC0000419836 035 $a(PQKBWorkID)10384619 035 $a(PQKB)10948550 035 $a(OCoLC)677126386 035 $a(MdBmJHUP)muse36905 035 $a(StDuBDS)EDZ0000514908 035 $a(DE-B1597)447006 035 $a(OCoLC)979742019 035 $a(DE-B1597)9781400836734 035 $a(Au-PeEL)EBL590819 035 $a(CaPaEBR)ebr10421691 035 $a(CaONFJC)MIL282109 035 $a(MiAaPQ)EBC590819 035 $a(EXLCZ)992670000000047875 100 $a20100408d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe hoods$b[electronic resource] $ecrime and punishment in Belfast /$fHeather Hamill 205 $aCourse Book 210 $aPrinceton $cPrinceton University Press$d2010 215 $a1 online resource (200 p.) 300 $aDescription based upon print version of record. 311 $a0-691-18068-7 311 $a0-691-11963-5 320 $aIncludes bibliographical references and index. 327 $t Frontmatter -- $tContents -- $tAcknowledgments -- $tIntroduction -- $tOne. West Belfast -- $tTwo. The Hoods -- $tThree. Search for Status -- $tFour. Signaling Games -- $tFive. Loyalists -- $tConclusion -- $tNotes -- $tGlossary of terms -- $tBibliography -- $tIndex 330 $aA distinctive feature of the conflict in Northern Ireland over the past forty years has been the way Catholic and Protestant paramilitaries have policed their own communities. This has mainly involved the violent punishment of petty criminals involved in joyriding and other types of antisocial behavior. Between 1973 and 2007, more than 5,000 nonmilitary shootings and assaults were attributed to paramilitaries punishing their own people. But despite the risk of severe punishment, young petty offenders--known locally as "hoods"--continue to offend, creating a puzzle for the rational theory of criminal deterrence. Why do hoods behave in ways that invite violent punishment? In The Hoods, Heather Hamill explains why this informal system of policing and punishment developed and endured and why such harsh punishments as beatings, "kneecappings," and exile have not stopped hoods from offending. Drawing on a variety of sources, including interviews with perpetrators and victims of this violence, the book argues that the hoods' risky offending may amount to a game in which hoods gain prestige by displaying hard-to-fake signals of toughness to each other. Violent physical punishment feeds into this signaling game, increasing the hoods' status by proving that they have committed serious offenses and can "manfully" take punishment yet remained undeterred. A rare combination of frontline research and pioneering ideas, The Hoods has important implications for our fundamental understanding of crime and punishment. 606 $aCrime$zNorthern Ireland$zBelfast 606 $aCriminals$zNorthern Ireland$zBelfast 606 $aJuvenile delinquents$zNorthern Ireland$zBelfast 606 $aPunishment$zNorthern Ireland$zBelfast 606 $aParamilitary forces$zNorthern Ireland$zBelfast 610 $aBelfast. 610 $aCatholic paramilitaries. 610 $aCatholics. 610 $aIRA. 610 $aIrish Republican Army. 610 $aLoyalist paramilitaries. 610 $aLoyalists. 610 $aNorthern Ireland. 610 $aPPAs. 610 $aProtestant paramilitaries. 610 $aProtestants. 610 $aRepublicans. 610 $aadult males. 610 $aantisocial behavior. 610 $aantisocial behaviors. 610 $aantisocial behaviour. 610 $acivil conflict. 610 $acommunity recognition. 610 $aconflict. 610 $acrime. 610 $acriminal deterrence. 610 $adelinquency. 610 $adeterrence. 610 $aextralegal governance. 610 $agroup acceptance. 610 $ahoods' subculture. 610 $ahoods. 610 $ajoyriding. 610 $ajuvenile delinquency. 610 $aoffense patterns. 610 $aordinary crime. 610 $aparamilitary groups. 610 $aparamilitary punishment attacks. 610 $apetty offenders. 610 $apolice. 610 $apolicing. 610 $apolitical conflict. 610 $apolitics. 610 $aprestige. 610 $apunishment. 610 $arelationships. 610 $aresearch data. 610 $aresearch methods. 610 $aself-destructive behaviors. 610 $asignaling game. 610 $astatus. 610 $astatutory criminal justice system. 610 $asubculture. 610 $atoughness. 610 $aviolence. 610 $aworking-class Catholics. 610 $aworking-class culture. 615 0$aCrime 615 0$aCriminals 615 0$aJuvenile delinquents 615 0$aPunishment 615 0$aParamilitary forces 676 $a364.9416/7 700 $aHamill$b Heather$f1971-$01550669 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910785247703321 996 $aThe hoods$93809640 997 $aUNINA