Motivation and foreign language learning :: from theory to practice /
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 c...
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
[2014]
|
| Schriftenreihe: | Language learning and language teaching ;
v. 40. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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. |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references at the end of each chapters and index. |
| ISBN: | 9789027269751 9027269750 1306977673 9781306977678 9789027213228 9027213224 |
| ISSN: | 1569-9471 ; |
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| 520 | |a 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. | ||
| 504 | |a Includes bibliographical references at the end of each chapters and index. | ||
| 505 | 0 | |a 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. | |
| 505 | 8 | |a Motivation and L2 learning timelineLong-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. | |
| 505 | 8 | |a The LOCIT processConclusion; 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. | |
| 505 | 8 | |a Gender differences in beliefs about learning EnglishSelf-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. | |
| 505 | 8 | |a 8. Visible learning and visible motivation: Exploring challenging goals and feedback in language eduIntroduction; 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. | |
| 546 | |a English. | ||
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| 650 | 0 | |a Second language acquisition. |0 http://id.loc.gov/authorities/subjects/sh86005959 | |
| 650 | 0 | |a Motivation in education. |0 http://id.loc.gov/authorities/subjects/sh85087566 | |
| 650 | 6 | |a Langage et langues |x Étude et enseignement. | |
| 650 | 6 | |a Langue seconde |x Acquisition. | |
| 650 | 6 | |a Motivation en éducation. | |
| 650 | 7 | |a FOREIGN LANGUAGE STUDY |x Multi-Language Phrasebooks. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Alphabets & Writing Systems. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Grammar & Punctuation. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Linguistics |x General. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Readers. |2 bisacsh | |
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| author2 | Lasagabaster, David, 1967- Doiz, Aintzane Sierra, Juan Manuel |
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| author_facet | Lasagabaster, David, 1967- Doiz, Aintzane Sierra, Juan Manuel |
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| bvnumber | localFWS |
| callnumber-first | P - Language and Literature |
| callnumber-label | P118 |
| callnumber-raw | P118.2 .M6755 2014 |
| callnumber-search | P118.2 .M6755 2014 |
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| contents | 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 timelineLong-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 processConclusion; 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 EnglishSelf-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 eduIntroduction; 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. |
| ctrlnum | (OCoLC)884548330 |
| dewey-full | 418.0071 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 418 - Applied linguistics |
| dewey-raw | 418.0071 |
| dewey-search | 418.0071 |
| dewey-sort | 3418.0071 |
| dewey-tens | 410 - Linguistics |
| discipline | Sprachwissenschaft |
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| genre | Electronic book. |
| genre_facet | Electronic book. |
| id | ZDB-4-EBA-ocn884548330 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:26:06Z |
| institution | BVB |
| isbn | 9789027269751 9027269750 1306977673 9781306977678 9789027213228 9027213224 |
| issn | 1569-9471 ; |
| language | English |
| oclc_num | 884548330 |
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| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource |
| psigel | ZDB-4-EBA |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | John Benjamins Publishing Company, |
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| series | Language learning and language teaching ; |
| series2 | Language learning & language teaching, |
| spelling | Motivation and foreign language learning : from theory to practice / edited by David Lasagabaster, Aintzane Doiz, Juan Manuel Sierra, University of the Basque Country UPV/EHU. Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2014] 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Language learning & language teaching, 1569-9471 ; 40 Print version record. 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. Includes bibliographical references at the end of each chapters and index. 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 timelineLong-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 processConclusion; 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 EnglishSelf-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 eduIntroduction; 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. English. Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Second language acquisition. http://id.loc.gov/authorities/subjects/sh86005959 Motivation in education. http://id.loc.gov/authorities/subjects/sh85087566 Langage et langues Étude et enseignement. Langue seconde Acquisition. Motivation en éducation. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh Language and languages Study and teaching fast Motivation in education fast Second language acquisition fast Studiemotivation. sao Andraspråksinlärning. sao Språkundervisning. sao Electronic book. Lasagabaster, David, 1967- editor. http://id.loc.gov/authorities/names/n2006052865 Doiz, Aintzane, editor. Sierra, Juan Manuel, editor. Print version: Lasagabaster, David. Motivation and Foreign Language Learning 9789027213228 Language learning and language teaching ; v. 40. http://id.loc.gov/authorities/names/n2002025196 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=815370 Volltext |
| spellingShingle | Motivation and foreign language learning : from theory to practice / Language learning and language teaching ; 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 timelineLong-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 processConclusion; 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 EnglishSelf-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 eduIntroduction; 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. Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Second language acquisition. http://id.loc.gov/authorities/subjects/sh86005959 Motivation in education. http://id.loc.gov/authorities/subjects/sh85087566 Langage et langues Étude et enseignement. Langue seconde Acquisition. Motivation en éducation. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh Language and languages Study and teaching fast Motivation in education fast Second language acquisition fast Studiemotivation. sao Andraspråksinlärning. sao Språkundervisning. sao |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85074536 http://id.loc.gov/authorities/subjects/sh86005959 http://id.loc.gov/authorities/subjects/sh85087566 |
| title | Motivation and foreign language learning : from theory to practice / |
| title_auth | Motivation and foreign language learning : from theory to practice / |
| title_exact_search | Motivation and foreign language learning : from theory to practice / |
| title_full | Motivation and foreign language learning : from theory to practice / edited by David Lasagabaster, Aintzane Doiz, Juan Manuel Sierra, University of the Basque Country UPV/EHU. |
| title_fullStr | Motivation and foreign language learning : from theory to practice / edited by David Lasagabaster, Aintzane Doiz, Juan Manuel Sierra, University of the Basque Country UPV/EHU. |
| title_full_unstemmed | Motivation and foreign language learning : from theory to practice / edited by David Lasagabaster, Aintzane Doiz, Juan Manuel Sierra, University of the Basque Country UPV/EHU. |
| title_short | Motivation and foreign language learning : |
| title_sort | motivation and foreign language learning from theory to practice |
| title_sub | from theory to practice / |
| topic | Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Second language acquisition. http://id.loc.gov/authorities/subjects/sh86005959 Motivation in education. http://id.loc.gov/authorities/subjects/sh85087566 Langage et langues Étude et enseignement. Langue seconde Acquisition. Motivation en éducation. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh Language and languages Study and teaching fast Motivation in education fast Second language acquisition fast Studiemotivation. sao Andraspråksinlärning. sao Språkundervisning. sao |
| topic_facet | Language and languages Study and teaching. Second language acquisition. Motivation in education. Langage et langues Étude et enseignement. Langue seconde Acquisition. Motivation en éducation. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. LANGUAGE ARTS & DISCIPLINES Linguistics General. LANGUAGE ARTS & DISCIPLINES Readers. LANGUAGE ARTS & DISCIPLINES Spelling. Language and languages Study and teaching Motivation in education Second language acquisition Studiemotivation. Andraspråksinlärning. Språkundervisning. Electronic book. |
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