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Books on the topic 'Motivation in foreign language learning'

Author: Grafiati
Published: 24 April 2022

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1

Lasagabaster, David, Aintzane Doiz, and Juan Manuel Sierra, eds. Motivation and Foreign Language Learning. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lllt.40.

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2

Dörnyei, Zoltan. Analysis of motivation components in foreign language learning. Washington, D.C: Office of Educational Research and Improvement, U.S. Dept. of Education, 1990.

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3

Motivation and foreign language learning: From theory to practice. Amsterdam: John Benjamins Publishing Company, 2014.

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4

Li, Kun. Motivational Regulation in Foreign Language Learning. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-349-93118-7.

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5

Julkunen, Kyösti. Situation- and task-specific motivation in foreign-language learning and teaching. Joensuu: University of Joensuu, 1989.

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6

Bartram, Brendan. Attitudes to modern foreign language learning: Insights from comparative education. New York: Continuum International Pub. Group, 2010.

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7

Gu, Mingyue. The discursive construction of second language learners' motivation: A multi-level perspective. New York, N.Y: Peter Lang, 2009.

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8

Gu, Mingyue. The discursive construction of second language learners' motivation: A multi-level perspective. New York, N.Y: Peter Lang, 2009.

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9

Gu, Mingyue. The discursive construction of second language learners' motivation: A multi-level perspective. New York, N.Y: Peter Lang, 2009.

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10

Gu, Mingyue. The discursive construction of second language learners' motivation: A multi-level perspective. New York, N.Y: Peter Lang, 2009.

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11

Anita, Szabó, ed. Learner autonomy: A guide to developing learner responsibility. Cambridge: Cambridge University Press, 2000.

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12

Bier, Ada. La motivazione nell’insegnamento in CLIL. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-213-0.

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There are several studies in the literature that emphasize the link between CLIL and student motivation for learning. The same does not apply for teachers – who teach a non-language subject through a foreign language – whose motivation for teaching in CLIL should not be taken for granted. Our research is an inquiry in the Italian upper secondary school with a dual focus: a main focus on CLIL teachers and a secondary one on CLIL students. The main aim of this cross-sectional study is to offer a snapshot of the existing situation from the point of view of teachers’ and students’ perceptions one year after the introduction of the legal requirement for compulsory CLIL, with a view to reflecting on the present in order to hypothesize possible future developments. The obtained results – which confirm the association between the motivational dimension of the CLIL teacher with the cognitive, affective and relational ones, and with the motivational dimension of CLIL students – are interpreted and discussed in the light of the most recent theoretical developments and suggestions for future practice and research are offered.
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13

Language learning motivation in Japan. Bristol: Multilingual Matters, 2013.

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14

Apple, Matthew T., Dexter Da Silva, and Terry Fellner, eds. Language Learning Motivation in Japan. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090518.

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15

Identity, motivation and autonomy in language learning. Bristol: Multilingual Matters, 2011.

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16

Murray, Garold, Xuesong Gao, and Terry Lamb, eds. Identity, Motivation and Autonomy in Language Learning. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847693747.

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17

Maugeri, Giuseppe. L’insegnamento dell’italiano a stranieri Alcune coordinate di riferimento per gli anni Venti. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-523-0.

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This book develops the theme of teaching Italian abroad, starting from the awareness of the motivations for foreign students to study the Italian language and the different methodological procedures in order to teach it.For this purpose, the book focuses on the problems concerning the training of teachers of Italian to foreigners and on the many aspects of teaching Italian in order to propose both a methodological reflection on the edulinguistic project and educational solutions aimed at improving the quality of the students’ learning.Part 1The first part focuses on edulinguistic teaching vision for the learning of the Italian language as a foreign language based upon the principles of the Humanistic Approach.1. Teaching Italian Language Abroad: Institutional Language Policy and StrategiesThis chapter focuses on the situation of Italian foreign language teaching in the world. It also describes the linguistic policy for the promotion of Italian languages abroad adopted by the Italian Ministry of Foreign Affairs and the results obtained as the number of students involved in the different geographic areas.2. Teaching Trainer Courses as a Key Factor to Improve the Quality of Teaching Italian AbroadIn this chapter teaching trainer courses for Italian language teachers are considered as a part of a strategy to increase the students’ motivations and the learning process.3. Students as a Customer vs Students as a PersonLinguistic education and the Humanistic Approach aim to develop the students’ potential and create an autonomous language personality. Therefore, in this chapter, we outline a teaching perspective that considers the student as a person at the centre of teaching and learning Italian process.Part 2In the second part teaching methodologies to improve the quality of teaching and learning Italian language to foreigners are described.4. Effective Cooperative Learning Strategies to Teach Italian as a Foreign LanguageExamples of cooperative learning are given to illustrate how the following teaching methodology is possible in teaching Italian language even if it demands strong research and clear guidance for educators.5. How to Teach Italian Grammar to ForeignersThis chapter examines the existing research about using a deductive form of teaching grammar versus using an inductive form of teaching it.6. Teaching Italian Through Literature, Movies and CartoonsIn this chapter, different media and sources to teach Italian are examined. Using both classic and digital tools, students can explore the Italian language and culture from different points of view, developing a strategy to revisit thinking and to collaborate with others during the reading of classic texts or reading a cartoon.7. Humanistic Testing and Assessment for Italian as a Foreign LanguageFrom a Humanistic point of view, in this chapter, testing and assessment are considered as potential and relevant instruments to measure the progress and performance of individual students of Italian language.8. How to Plan and Use an Environment to Teach Italian to ForeignersThis chapter focuses on learning space to teach Italian to foreigners. The main aim is to provide practical advice and support to the teachers of Italian language schools that are going to explore how to develop and adapt learning spaces to the teaching activities and the students’ needs.
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18

Lamb, Martin, Kata Csizér, Alastair Henry, and Stephen Ryan, eds. The Palgrave Handbook of Motivation for Language Learning. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28380-3.

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19

Motivational dynamics in language learning. Bristol: Multilingual Matters, 2015.

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20

Co-operation, Council for Cultural, and Council of Europe, eds. Objectives for foreign language learning. Strasbourg: Council for Cultural Co-operation, 1986.

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21

Carr, Jo, and Anne Pauwels. Boys and foreign language learning. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230501652.

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22

Margaret, Crombie, ed. Dyslexia and foreign language learning. London: David Fulton, 2003.

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23

Richards, Stephen. Motivation in second language learning: A Hong Kong perspective. Hong Kong: City Polytechnic of Hong Kong, 1993.

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24

Badwe, Neeti. Learning Marathi as a foreign language. Pune: Akshar Sahitya, 2003.

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25

Bielska, Joanna. Between psychology and foreign language learning. Katowice: Wydawn. Uniwersytetu Śląskiego, 2000.

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26

Littlemore, Jeannette. Figurative thinking and foreign language learning. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2006.

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27

Kristiansen, Irene. Nonverbal intelligence and foreign language learning. Helsinki: Dept. of Education, University of Helsinki, 1990.

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28

Schroedler, Tobias. The Value of Foreign Language Learning. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-19736-0.

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29

He, Deyuan. Foreign Language Learning Anxiety in China. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7662-6.

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30

Littlemore, Jeannette, and Graham Low. Figurative Thinking and Foreign Language Learning. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230627567.

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31

Marinak, Barbara A. Maximizing motivation for literacy learning: Grades K-6. New York: The Guilford Press, 2012.

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32

Marinak, Barbara A. Maximizing motivation for literacy learning: Grades K-6. New York: The Guilford Press, 2012.

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33

Learning American sign language in high school: Motivation, strategies, and achievement. Washington, DC: Gallaudet University Press, 2015.

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34

Turnbull, Miles, and Jennifer Dailey-O’Cain, eds. First Language Use in Second and Foreign Language Learning. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691972.

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35

Academic Language in Second Language Learning. Charlotte, North Carolina: Information Age Publishing, Inc., 2013.

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36

Gardner, R. C. Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold, 1985.

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37

The role of the first language in foreign language learning. Clevedon, Avon, England: Multilingual Matters Ltd., 1987.

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38

Widdowson, H. G., Karlfried Knapp, and Barbara Seidlhofer. Handbook of foreign language communication and learning. Berlin: De Gruyter Mouton, 2011.

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39

Takač, Višnja Pavičić. Vocabulary learning strategies and foreign language acquisition. Clevedon, UK: Multilingual Matters, 2008.

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40

Curriculum renewal in school foreign language learning. Oxford: Oxford University Press, 1987.

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41

Motivation And Experience in Foreign Language Learning. Peter Lang Publishing, 2006.

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42

Nakata, Yoshiyuki. Motivation And Experience in Foreign Language Learning. Peter Lang Publishing, 2006.

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43

International Perspectives on Motivation: Language Learning and Professional Challenges. Brand: Palgrave Macmillan, 2013.

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44

International Perspectives on Motivation: Language Learning and Professional Challenges (International Perspectives on English Language Teaching). Palgrave Macmillan, 2013.

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45

Glas, Katharina. Teaching English in Chile: A Study of Teacher Perceptions of Their Professional Identity, Student Motivation and Pertinent Learning Contents. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2013.

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46

Glas, Katharina. Teaching English in Chile: A Study of Teacher Perceptions of Their Professional Identity, Student Motivation and Pertinent Learning Contents. Lang Publishing, Incorporated, Peter, 2013.

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47

Glas, Katharina. Teaching English in Chile: A Study of Teacher Perceptions of Their Professional Identity, Student Motivation and Pertinent Learning Contents. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2013.

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48

Motivating Students at the Early Stages of Learning a Modern Foreign Language: Language Development Centre Handbook 1 (Language Development Centre Handbooks). CILT Publications, 1998.

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49

Stereotypes and Language Learning Motivation. Taylor & Francis Group, 2020.

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50

Nikitina, Larisa. Stereotypes and Language Learning Motivation. Routledge, 2020. http://dx.doi.org/10.4324/9780429341878.

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