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Language experiences, evaluations and emotions (3Es): Analysis of structural models of multilingual identity for language learners in schools in England ...
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English as an Additional Language Assessment Framework: Filling a Void in Policy and Provision in School Education in England ...
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Who do you hang out with? How Chinese students' social networks relate to their perceived oral proficiency gains during study abroad experiences ...
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Multilingualism, Multilingual Identity and Academic Attainment: Evidence from Secondary Schools in England ...
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Developing a multilingual identity in the languages classroom: the influence of an identity-based pedagogical intervention ...
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English as an Additional Language Assessment Framework: Filling a Void in Policy and Provision in School Education in England
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Language Development and Social Integration of Students with English As An Additional Language
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Dynamic L3 selves: a longitudinal study of five university L3 learners’ motivational trajectories in China ...
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Abstract:
The motivation to learn a third language (L3) has received increasing attention in research, especially with regard to how it evolves dynamically during the learning process. Underpinned by the L2 Motivational Self System [Dörnyei, Z. 2005. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum], this paper reports on a longitudinal case study which explored learners’ L3 motivational dynamics. It focused specifically on the developmental trajectories of these learners’ ideal/ought-to L3 selves and the formation of such trajectories in relation to their language experiences. Three rounds of semi-structured interviews were conducted with five L3 learners of German at one Chinese university over two years. The data revealed that learners’ L3 motivation fluctuated during the learning process. Whereas learners’ ideal L3 selves displayed a clear upward trajectory in the first year and an observable decline at the later stage, their ought-to L3 ...
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Keyword:
L2 Motivational Self System; L3 motivational dynamics; language learning motivation; longitudinal case study
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URL: https://dx.doi.org/10.17863/cam.14150 https://www.repository.cam.ac.uk/handle/1810/268037
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Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation ...
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Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation
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Written Corrective Feedback, Learner-Internal Cognitive Processes, and the Acquisition of Regular Past Tense by Chinese L2 Learners of English
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Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation
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The form and functions of newcomer EAL students’ speech in English: patterns of progression and communication in semi-structured interview dialogue
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The Knowledge Base of Teaching in Linguistically Diverse Contexts: Ten Grounded Principles of Multilingual Classroom Pedagogy for EAL ...
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The Knowledge Base of Teaching in Linguistically Diverse Contexts: Ten Grounded Principles of Multilingual Classroom Pedagogy for EAL
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Multilingualism as legitimate shared repertoires in school communities of practice: students’ and teachers’ discursive constructions of languages in two schools in England
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The Value and Benefits of Learning a Foreign Language in Community Settings in the UK: older adults' perceptions of what this does and means for them
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Hooker, Rebecca. - : University of Exeter, 2011. : Graduate School of Education, 2011
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