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1
The Palgrave handbook of motivation for language learning
Henry, Alastair (Herausgeber); Csizér, Kata (Herausgeber); Lamb, Martin (Herausgeber). - Cham : Palgrave Macmillan, 2019
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UB Frankfurt Linguistik
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2
Disaffection and agentic engagement: ‘Redesigning’ activities to enable authentic self-expression ...
Henry, Alastair; Thorsen, Cecilia. - : Figshare, 2018
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3
Supplementary_Material_I – Supplemental material for Disaffection and agentic engagement: ‘Redesigning’ activities to enable authentic self-expression ...
Henry, Alastair; Thorsen, Cecilia. - : SAGE Journals, 2018
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Disaffection and agentic engagement: ‘Redesigning’ activities to enable authentic self-expression ...
Henry, Alastair; Thorsen, Cecilia. - : Figshare, 2018
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5
Supplementary_Material_I – Supplemental material for Disaffection and agentic engagement: ‘Redesigning’ activities to enable authentic self-expression ...
Henry, Alastair; Thorsen, Cecilia. - : SAGE Journals, 2018
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6
Digital innovations in L2 motivation: harnessing the power of the Ideal L2 Self
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.
URL: https://www.sciencedirect.com/science/article/pii/S0346251X17305754?via%3Dihub
http://eprints.nottingham.ac.uk/53166/
https://doi.org/10.1016/j.system.2018.07.014
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7
Context and complex dynamic systems theory
Ushioda, Ema. - : Multilingual Matters, 2015
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8
The motivational effects of crosslinguistic awareness: developing third language pedagogies to address the negative impact of the L2 on the L3 self-concept
In: Innovation in language learning and teaching. - Abingdon : Routledge Journals, Taylor & Francis Group 8 (2014) 1, 1-19
OLC Linguistik
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9
Examining the impact of L2 English on L3 selves: a case study
In: International journal of multilingualism. - Clevedon : Multilingual Matters 8 (2011) 3, 235-255
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OLC Linguistik
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10
Contexts of possibility in simultaneous language learning: using the L2 Motivational Self System to assess the impact of global English
In: Journal of multilingual & multicultural development. - Colchester : Routledge 31 (2010) 2, 149-162
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11
Gender differences in compulsory school pupils’ L2 self-concepts: A longitudinal study
In: System. - Amsterdam : Elsevier 37 (2009) 2, 177-193
OLC Linguistik
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12
Young learners and multilingualism: a study of learner attitudes before and after the introduction of a second foreign language to the curriculum
In: System. - Amsterdam : Elsevier 36 (2008) 4, 607-623
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OLC Linguistik
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13
Young learners and multilingualism: A study of learner attitudes before and after the introduction of a second foreign language to the curriculum
In: System. - Amsterdam : Elsevier 36 (2008) 4, 607-623
OLC Linguistik
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