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- Henry, Alastair, 1963-, et al.
(författare)
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Introduction : Engaging with Worki n Worlds of Change
- 2021
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Ingår i: Engaging with Work in English Studies. - Cham : Springer Publishing Company. - 9783030697198 - 9783030697204 ; , s. 1-17
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In a globalized world, English Studies is in need of transformation. Serving as an introduction to the anthology, this chapter makes the case for an issue-based approach to English Studies where engagement is sought with fields beyond traditional disciplinary boundaries. From the position that English Studies can be understood as a form of participatory action — where English Studies is brought into the world and the world is brought into English Studies — the chapter examines practices of work in contemporary society, and previews the volume’s contributions.
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- 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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- 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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- 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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