Motivation and Foreign Language Learning: From Theory to Practice. Language Learning & Language Teaching. Volume 40

Sonst. Personen	Lasagabaster, David (Hrsg.); Doiz, Aintzane (Hrsg.); Sierra, Juan Manuel (Hrsg.)
Titel	Motivation and Foreign Language Learning: From Theory to Practice. Language Learning & Language Teaching. Volume 40
Quelle	(2014), (190 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-90-272-1322-8
Schlagwörter	Learning Motivation; Second Language Learning; Second Language Instruction; Content and Language Integrated Learning; Teaching Methods; Classroom Techniques; Instructional Innovation; English (Second Language); Immersion Programs; Correlation; Metacognition; Personal Autonomy; Foreign Countries; Independent Study; Language Teachers; Goal Orientation; Feedback (Response); Theory Practice Relationship; Sweden + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Zweitsprachenerwerb; Fremdsprachenunterricht; CLIL; Lernkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Educational Innovation; Bildungsinnovation; English as second language; English; Second Language; Englisch als Zweitsprache; Immersionsprogramm; Korrelation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Individuelle Autonomie; Ausland; Selbststudium; Language teacher; Sprachunterricht; Zielorientierung; Zielvorstellung; Theorie-Praxis-Beziehung; Schweden
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01