| 1. |
- Adolphs, Svenja, et al.
(författare)
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Digital innovations in L2 motivation : Harnessing the power of the Ideal L2 Self
- 2018
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Ingår i: System (Linköping). - : Elsevier BV. - 0346-251X .- 1879-3282. ; 78, s. 173-185
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Tidskriftsartikel (refereegranskat)abstract
- Sustained motivation is crucial to learning a second language (L2), and one way to support this can be through the mental visualisation of ideal L2 selves (Dörnyei & Kubanyiova, 2014). This paper reports on an exploratory study which investigated the possibility of using technology to create representations of language learners' ideal L2 selves digitally. Nine Chinese learners of L2 English were invited to three semi-structured interviews to discuss their ideal L2 selves and their future language goals, as well as their opinions on several different technological approaches to representing their ideal L2 selves. Three approaches were shown to participants: (a) 2D and 3D animations, (b) Facial Overlay, and (c) Facial Mask. Within these, several iterations were also included (e.g. with/without background or context). Results indicate that 3D animation currently offers the best approach in terms of realism and animation of facial features, and improvements to Facial Overlay could lead to beneficial results in the future. Approaches using the 2D animations and the Facial Mask approach appeared to have little future potential. The descriptive details of learners' ideal L2 selves also provide preliminary directions for the development of content that might be included in future technology-based interventions.
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| 2. |
- Chan, Letty, et al.
(författare)
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Learner archetypes and signature dynamics in the language classroom : A retrodictive qualitative modelling approach to studying L2 motivation
- 2014
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Ingår i: Motivational dynamics in language learning. - Bristol : Multilingual Matters. - 9781783092550 ; , s. 238-259
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Bokkapitel (refereegranskat)abstract
- This study explores the use of ‘retrodictive qualitative modelling’ (RQM), a novel approach described for L2 research by Dörnyei (2014) that involves the identification of learner archetypes and motivational patterns in empirical research. The method reverses the traditional way of conducting research; it first examines the outcome – that is, the end-states – and then traces back the developmental trajectories leading to this outcome. Situated in a Hong Kong secondary school, we started our project by first asking a teacher focus group to identify salient learner archetypes in their classrooms (Years 7 to 9), and on the basis of these we then conducted in-depth interviews with one prototypical learner from each group. As a result, we gained insights into the ‘signature dynamics’ of the motivational system associated with each prototype. Our focus in this chapter is on evaluating RQM in action. First we report on the processes in which teachers identified learner archetypes and thereafter offer an in-depth analysis of the system dynamics of one of these students. In the final discussion, we list the main methodological lessons that we have learnt from applying RQM.
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| 3. |
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| 4. |
- Davydenko, Sofia, 1977-, et al.
(författare)
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Marked on the voice : the visibility experiences of Russian heritage migrants following the war against Ukraine
- 2024
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Ingår i: Applied Linguistics Review. - : De Gruyter Open. - 1868-6303 .- 1868-6311. ; 0:0, s. 1-23
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Tidskriftsartikel (refereegranskat)abstract
- Identities fundamental to the self, such as race and gender, can operatethrough visual markers on the body. Identities related to a person’s heritage, ornationality, can also become visible. However, when physical appearance means thata person can pass as a member of a dominant group, being identified or ‘marked’ asother takes place through language use. In migration contexts, situations where aperson’s heritage or nationality is revealed can lead to experiences of vulnerability.This study investigated the experiences of five Russian-speaking women living inSweden whose migrant backgrounds were not visibly noticeable, up until the pointthat interaction was initiated. Interviews were carried out in the summer of 2022during the Russian invasion of Ukraine. Data was analysed using a double hermeneutic approach. Findings revealed how, following the outbreak of the war, the fearof becoming visible increased. Fears of exposure triggered vigilant behaviours, andan experience of needing to regulate visibility. Results show how the experience ofhaving situational control over visibility could buffer against emotional pain causedby perceptions of negative positionings, and the risk of prejudicial treatment.
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| 5. |
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| 6. |
- Dörnyei, Zoltan, et al.
(författare)
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Motivational currents in language learning : Frameworks for focused interventions
- 2016
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Building on Zoltán Dörnyei's authoritative work in the field of learner motivation, this book introduces a new conceptualization-Directed Motivational Currents (DMCs)-and sets out the defining aspects of what they are, what they are not, and how they are related to language learning motivation. Going beyond focused behavior in a single activity, DMCs concern intensive long-term motivation. The distinctive feature of the theory is that it views motivation not simply as a springboard for action but also as a uniquely self-renewing and sustainable process. It is this energizing capacity which distinguishes DMCs from almost every other motivational construct described in the research literature. Motivational Currents in Language Learning offers new insights, valuable both to motivation researchers and classroom practitioners. The accessible style, along with plentiful illustrations and practical suggestions for promoting sustained learning, invite readers to think about motivation in a different way. Highly relevant for language teachers, teachers-in-training, teacher educators, and researchers in TESOL and applied linguistics, the book explains how the DMC construct can be integrated into course structures and teaching methodologies, and encourages teachers to try out novel methods for harnessing motivational power in classroom settings. © 2016 Taylor and Francis
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| 7. |
- Dörrnyei, Zoltán, et al.
(författare)
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Accounting for long-term motivation and sustained motivated learning : Motivational currents, self-concordant vision, and persistence in language learning
- 2022
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Ingår i: Advances in Motivation Science. - : Elsevier Ltd. - 2215-0919.
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Tidskriftsartikel (refereegranskat)abstract
- Although temporal conceptualizations of motivational processes have not held center stage in motivation science, the situation is currently changing. Drawing on work in the subfield of language learning motivation, where the motivational endurance needed to master a second language has been a major concern, the aim of this article is to contribute to the body of work currently exploring motivational persistence. After outlining the broader academic context of motivation and time, and describing the disciplinary trajectory of research into language learning motivation, we present two interrelated and multifaceted frameworks that seek to explain long-term motivation and motivational persistence: (a) the notion of a "directed motivational current" which refers to a period of intense, enduring, and self-sustaining engagement within an activity-sequence, and which is phenomenologically akin to an extended flow experience, and (b) a multicomponent framework of long-term motivation that offers a general account of sustained effort in learning. This framework integrates diverse components, such as self-concordant vision, habitual actions, progress checks, and affirmative feedback, and references a motivational process that is characterized by positive emotional loading and passion, and is supported by self-control capacity and self-regulatory skills.
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| 8. |
- Elgemark, Anna, 1974-, et al.
(författare)
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An affordance-focused approach for working with authentic materials : A practice-research initiative
- 2023
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Ingår i: Collaborative Research in Language Education. - : Mouton de Gruyter. - 9783110787719 - 9783110787535 ; , s. 41-56
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In Sweden it is now recognized that while teaching should be based on research and proven experience, research-based practice is limited in scope, and classroom teaching is not always informed by findings from educational research. To address this problem, and to develop and test sustainable models of researcher- practitioner collaboration, the Swedish Government has introduced a national system of partnership between schools and universities. Here, research projects are initiated not just by academics, but also by teachers. In each school-university partnership, the aim is to develop and test a model that can support sustainable, research- based practice. The project reported on here addresses one of the major challenges currently facing teachers of English in Sweden, namely the need to create activities that go beyond the textbook, and which students can experience as relevant and meaningful. While the design of activities that enable students to connect content targeted by the curriculum with experiences from informal domains is a challenge for teachers of any subject, for teachers of English the demands multiply. This is because activities need to be modelled in ways that promote the development of linguistic competence. The authors - two language teacher educators, and an upper secondary teacher of English - carried out a project aimed at enabling primary, secondary, and upper secondary teachers of English in a rural municipality to develop design skills encompassing language awareness. Carried out during a single academic year, the project enabled teachers to work collegially, and in collaboration with the teacher educators. Drawing on experiences from the project, the chapter examines the conditions under which the collaboration took place, the challenges faced, beneficial influences on teachers’ practice, and the potential for sustainability
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| 9. |
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Engaging with Work in English Studies : An Issue-Based Approach
- 2021
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This edited book focuses on practices of work in late modern society, taking an ‘issue-based’ and interdisciplinary approach to English Studies which acknowledges the impact of globalization on the position of English in the daily existence of millions of people around the world. Envisioning English as “a diverse yet unified subject” where the study of literature, language, and education can be pursued thematically, it constitutes part of an ongoing transformation and revitalization of English Studies. It will be of interest to readers with backgrounds in linguistics, literature and education, as well as fields normally seen as lying ‘beyond’ English Studies such as psychology, sociology, philosophy, urban studies, political science and childhood studies.
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| 10. |
- Febring, Linda, et al.
(författare)
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Gränsobjekt och arbetsintegrerat lärande i kombinerad sfi – och yrkesutbildning
- 2022
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Ingår i: ASLA-Symposiet 7–8 april 2022 Abstractsamling. - Stockholm : Stockholms universitet.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Informell språkinlärning på arbetsplatser har potential för andraspråksinlärning, bl.a. genom att (under särskilda omständigheter) erbjuda möjligheter till att använda språket (Yates, 2017). Alternativet att läsa sfi i kombination med yrkesutbildning finns idag i många kommuner, men det finns få studier av hur dessa integreras och vilken lärandepotential integrering kan ha. Arbetsintegrerat lärande (AIL) handlar om integreringen mellan teori och praktik, och innefattar överbryggande mellan olika lärkontexter. Överbryggningen kan ske genom användning av ett eller flera gränsobjekt, vilken kan ses som en resurs för inlärningen (Akkerman & Bakker, 2011). Ett exempel på ett gränsobjekt kan vara en gemensam webbsida där information, uppgifter etc. från de olika domänerna samlas och att informationen används i respektive domän. Syftet med studien är att undersöka hur gränsobjekt används för att stödja inlärningen i olika domäner i kombiutbildningar. Forskningsfrågan är: Vilka gränsobjekt förkommer i de undersökta programmen och vad har dessa för funktion? I intervjustudien deltog 14 informanter (5 sfi-lärare, 6 yrkeslärare och 3 handledare från två kommuner) intervjuades. Deduktiv tematisk analys användes för att bearbeta datamaterialet med utgångspunkt i en analysmodell skapad utifrån Akkerman and Bakkers (2011) definitioner av gränsöverskridande. Resultatet visar att i fem av de sex studerade yrkesintegrerade sfi-programmen förekom ett flertal gränsobjekt. Exempel på gränsobjekt är fotografier som användes i både sfi- och yrkesundervisningen; verktyg som togs in i sfi-klassrummet och benämndes och beskrevs för eleverna; gemensamma prov mellan sfi- och yrkesämnet, samt laminerade kort på verktyg som övades under sfi-lektionen. Implikationer av dessa resultat kommer att diskuteras
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