Identity, motivation and autonomy in language learning

著者

書誌事項

Identity, motivation and autonomy in language learning

edited by Garold Murray, Xuesong (Andy) Gao and Terry Lamb

（Second language acquisition / series editor, David Singleton, 54）

Multilingual Matters, c2011

  • : hbk
  • : pbk

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注記

Includes bibliographical references and index

内容説明・目次

巻冊次

: pbk ISBN 9781847693723

内容説明

In this volume researchers from Asia, Europe, the Middle East and North and South America employ a variety of theoretical perspectives and methodological approaches in their exploration of the links between identity, motivation, and autonomy in language learning. On a conceptual level the authors explore issues related to agency, metacognition, imagination, beliefs, and self. The book also addresses practice in classroom, self-access, and distance education contexts, considering topics such as teachers' views on motivation, plurilingual learning, sustaining motivation in distance education, pop culture and gaming, study abroad, and the role of agency and identity in the motivation of pre-service teachers. The book concludes with a discussion of how an approach which sees identity, motivation, and autonomy as interrelated constructs has the potential to inform theory, practice and future research directions in the field of language teaching and learning.

目次

Xuesong Gao and Terry Lamb: Exploring Links between Identity, Motivation and Autonomy Section I: Emerging Theoretical Perspectives Ema Ushioda: Motivating Learners to Speak as Themselves Xuesong Gao and Lawrence Jun Zhang: Joining Forces for Synergy: Agency and Metacognition as Interrelated Theoretical Perspectives on Learner Autonomy Liliane Assis Sade: Emerging Selves, Language Learning and Motivation through the Lens of Chaos Vera Lucia Menezes De Oliveira E Paiva: Identity, Motivation, and Autonomy in SLA from the Perspective of Complex Dynamical Systems Section II: Independent Learning Settings Garold Murray: Imagination, Metacognition, and the L2 Self in a Self-Access Learning Environment E. Desiree Castillo Zaragoza: Identity, Motivation and Plurilingualism in SACs Linda Murphy: 'Why am I Doing This?' Maintaining Motivation in Distance Language Learning Hayo Reinders and Noemi Lazaro: Beliefs, Identity and Motivation in Implementing Autonomy: The Teacher's Perspective Section III: Cultures and Contexts Alice Chik and Stephan Breidbach: Identity, Motivation and Autonomy: A Tale of Two Cities Stephen Ryan and Sarah Mercer: Natural Talent, Natural Acquisition and Abroad: Learner Attributions of Agency in Language Learning Martin Lamb: Future Selves, Motivation And Autonomy In Long-Term EFL Learning Trajectories Diane Malcolm: "Failing" to Achieve Autonomy in English for Medical Purposes Neil Cowie and Keiko Sakui: Crucial but Neglected: EFL Teachers' Perspectives on Learner Motivation Jing Huang: A Dynamic Account of Autonomy, Agency and Identity in TEFL Learning Garold Murray: Identity, Motivation and Autonomy: Stretching our Boundaries
巻冊次

: hbk ISBN 9781847693730

内容説明

In this volume researchers from Asia, Europe, the Middle East and North and South America employ a variety of theoretical perspectives and methodological approaches in their exploration of the links between identity, motivation, and autonomy in language learning. On a conceptual level the authors explore issues related to agency, metacognition, imagination, beliefs, and self. The book also addresses practice in classroom, self-access, and distance education contexts, considering topics such as teachers’ views on motivation, plurilingual learning, sustaining motivation in distance education, pop culture and gaming, study abroad, and the role of agency and identity in the motivation of pre-service teachers. The book concludes with a discussion of how an approach which sees identity, motivation, and autonomy as interrelated constructs has the potential to inform theory, practice and future research directions in the field of language teaching and learning.

目次

Xuesong Gao and Terry Lamb: Exploring Links between Identity, Motivation and Autonomy Section I: Emerging Theoretical Perspectives Ema Ushioda: Motivating Learners to Speak as Themselves Xuesong Gao and Lawrence Jun Zhang: Joining Forces for Synergy: Agency and Metacognition as Interrelated Theoretical Perspectives on Learner Autonomy Liliane Assis Sade: Emerging Selves, Language Learning and Motivation through the Lens of Chaos Vera Lúcia Menezes De Oliveira E Paiva: Identity, Motivation, and Autonomy in SLA from the Perspective of Complex Dynamical Systems Section II: Independent Learning Settings Garold Murray: Imagination, Metacognition, and the L2 Self in a Self-Access Learning Environment E. Desirée Castillo Zaragoza: Identity, Motivation and Plurilingualism in SACs Linda Murphy: ‘Why am I Doing This?’ Maintaining Motivation in Distance Language Learning Hayo Reinders and Noemí Lázaro: Beliefs, Identity and Motivation in Implementing Autonomy: The Teacher’s Perspective Section III: Cultures and Contexts Alice Chik and Stephan Breidbach: Identity, Motivation and Autonomy: A Tale of Two Cities Stephen Ryan and Sarah Mercer: Natural Talent, Natural Acquisition and Abroad: Learner Attributions of Agency in Language Learning Martin Lamb: Future Selves, Motivation And Autonomy In Long-Term EFL Learning Trajectories Diane Malcolm: “Failing” to Achieve Autonomy in English for Medical Purposes Neil Cowie and Keiko Sakui: Crucial but Neglected: EFL Teachers’ Perspectives on Learner Motivation Jing Huang: A Dynamic Account of Autonomy, Agency and Identity in TEFL Learning Garold Murray: Identity, Motivation and Autonomy: Stretching our Boundaries

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