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Статті в журналах з теми "L2 Engagement":
Stelma, Juup. "Developing intentionality and L2 classroom task-engagement." Classroom Discourse 5, no. 2 (September 26, 2013): 119–37. http://dx.doi.org/10.1080/19463014.2013.835270.
Phung, Linh. "Task preference, affective response, and engagement in L2 use in a US university context." Language Teaching Research 21, no. 6 (December 28, 2016): 751–66. http://dx.doi.org/10.1177/1362168816683561.
García-Castro, Verónica. "The effects of vocabulary knowledge in L2 semantic lexical engagement: The case of adult learners of English as a second language." Indonesian Journal of Applied Linguistics 10, no. 1 (June 1, 2020): 261–70. http://dx.doi.org/10.17509/ijal.v10i1.25068.
Deconinck, Julie, Frank Boers, and June Eyckmans. "Helping learners engage with L2 words." AILA Review 23 (December 9, 2010): 95–114. http://dx.doi.org/10.1075/aila.23.06dec.
Liao, Jianling. "Metadiscourse, Cohesion, and Engagement in L2 Written Discourse." Languages 5, no. 2 (June 5, 2020): 25. http://dx.doi.org/10.3390/languages5020025.
Torres, Julio, and Íñigo Yanguas. "Levels of Engagement in Task-based Synchronous Computer Mediated Interaction." Canadian Journal of Applied Linguistics 24, no. 2 (May 31, 2021): 203–28. http://dx.doi.org/10.37213/cjal.2021.31319.
Lambert, Craig, Jenefer Philp, and Sachiko Nakamura. "Learner-generated content and engagement in second language task performance." Language Teaching Research 21, no. 6 (December 25, 2016): 665–80. http://dx.doi.org/10.1177/1362168816683559.
Mougeon, Françoise, and Katherine Rehner. "ENGAGEMENT PORTRAITS AND (SOCIO)LINGUISTIC PERFORMANCE." Studies in Second Language Acquisition 37, no. 3 (September 5, 2014): 425–56. http://dx.doi.org/10.1017/s0272263114000369.
Fan, Yumei, and Jinfen Xu. "Exploring student engagement with peer feedback on L2 writing." Journal of Second Language Writing 50 (December 2020): 100775. http://dx.doi.org/10.1016/j.jslw.2020.100775.
Dörnyei, Zoltán. "Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System." Studies in Second Language Learning and Teaching 9, no. 1 (March 22, 2019): 19–30. http://dx.doi.org/10.14746/ssllt.2019.9.1.2.
Дисертації з теми "L2 Engagement":
Shafea, Suhail Abdullah. "Mobile microblogging as a tool to promote learners' engagement with L2 targeted vocabulary study." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/414601/.
Shareef, Ban, and Syleme Sadiku. "The Impact of the Learning Environment on Students’ Motivation in Upper Secondary School." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43200.
Mackay, Jessica. "An ideal L2 self intervention: implications for self-concept, motivation and engagement with the target language." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/393732.
Dörnyei’s (2005, 2009a) proposal of the L2 Motivational Self System (L2MSS) reconceptualised L2 learning motivation within the framework of possible self theories (Markus & Nurius, 1986) in order to address growing concerns in the field with the construct of integrativeness (Gardner & Lambert, 1959), whose underlying principle (the wish to identify with the community of the language being learnt) was losing relevance in a globalized world, and to explain L2 motivation in contexts where there was little or no contact with the Target Language (TL) community. The three principal tenets of the L2MSS are: 1) The Ideal L2 self, the learner’s self-relevant image of what they want to become using the L2 2) The Ought-to L2 self, the learner’s vision of what they should become to satisfy the demands of significant others and society 3) The L2 learning experience. While there is plentiful quantitative empirical evidence to support the validity of the theory (e.g. Al Shehri, 2009; Csizér & Kormos, 2009), relatively little ‘research has been directed at specifically developing an ideal language self’ (Dôrnyei, 2009: 34). This thesis describes the results of a study of the practical applications of the L2MSS in EFL classes in a university language school in Barcelona. An intervention designed to develop learners’ Ideal L2 selves was conducted with two groups at CEFR (The Common European Framework of Reference) B2:2 level taught by two different teachers (N=47). Results were contrasted with two control groups (N=51) at the same level taught by the same teachers. The study aimed to ascertain the influence of the intervention on four areas: 1) Learners’ development of possible-self guides (Ideal, Ought-to and Feared L2 selves); 2) Development of learners’ perceptions of the L2 learning experience; 3) Development of learners’ motivated behaviour and 4) Learners’ and teachers’ reactions to the intervention. Cross-sectional data were obtained by comparing the results of semi-structured interviews conducted at T2, post-intervention, from a subgroup of participants from the intervention groups (N=10) and the control groups (N=10). Longitudinal data were obtained from five focal learners, interviewed at T1 and T2. Transcribed interview data were analyzed using NVivo 2.0 qualitative data analysis software. Further qualitative data were obtained from Language Logs (LLs), and student written work derived from the intervention activities. Complementary quantitative data were obtained from a Language Contact Profile (LCP) questionnaire administered to all groups at T1 and T2. Mean scores of learners’ TL contact in the four main skills domains were compared at T1 and T2 using statistical analysis software SPSS v.18. The results suggest a subtle influence on learners’ Ideal and Feared L2 selves, possibly dependent on other factors including maturity, previous experiences, and willingness to engage with techniques such as visualization. No influence was observed on learners’ Ought-to L2 selves. Influences detected in the learners’ perceptions of the L2 learning experience included developing metacognition, a more internally regulated attributional system, and improved perceptions of group dynamics and Willingness to Communicate (WTC). There were increases in the intervention group learners’ TL engagement and a greater willingness to experiment with new forms of TL contact. The quantitative analysis of the LCP demonstrated significant increases in Speaking and Reading within the intervention groups. In terms of their practical applications, the activities were generally well received by the participants, most of whom highlighted the novelty and student-centred nature of the approach. The teachers also reacted positively to the intervention, while cautioning that these activities need careful preparation and execution and would be more suitable to experienced teachers. In conclusion, there is potential for the positive application of Dörnyei’s L2MSS in EFL contexts. However, more research is needed, particularly among school-age EFL learners in the process of establishing their L2 identities. Further longitudinal studies would provide valuable insights into the long-term influence of an intervention of this type
Nebel, Anne Louise. "Emerging from the task : a complex dynamic systems theory investigation of English L2 learner- writing task engagement and the phenomenon of complexity." Thesis, Lancaster University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658215.
Lo, Sio Wai. "Using translation in L2 classrooms : an empirical study on non-language major students' engagement in class discussions and improvement in language usage." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/39094.
Asker, Adel. "Future self-guides and language learning engagement of English-major secondary school students in Libya : understanding the interplay between possible selves and the L2 learning situation." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3486/.
Boakye, Naomi Adjoa Nana Yeboah. "A socio-affective approach to improving students’ reading comprehension abilities." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/25562.
Thesis (DPhil)--University of Pretoria, 2012.
Unit for Academic Literacy
Unrestricted
Wang, Han-Chung, and 王瀚中. "The Impact of Choice on EFL Students’ Task Motivation and Engagement of L2 Vocabulary Learning." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/52282827178103474883.
國立清華大學
外國語文學系
100
Based on the Self-determination theory (Deci &; Ryan, 2000, 1985), the present mix-method study aims to investigate how the manipulation of learner autonomy affects the motivation of vocabulary learning within the task framework (Dörnyei, 2000; Julkunen, 2001). Following recent conceptualization of motivation as dynamic and ever-changing (Dörnyei, 2005; Ushioda, 1996), an emphasis is placed on documenting learners’ motivation changes and identifying potential variables that are related to motivational fluctuation from a longitudinal perspective. The study lasted for fourteen weeks. With a between-group design, forty-eight undergraduate students from a public university were equally divided into an experimental group and a control group. Seven vocabulary learning tasks were implemented with two-week intervals throughout the research period. In the vocabulary learning tasks, the participants in the experimental group were free to choose their own target words to learn from reading passages, whereas the participants in the control group were required to learn the target words selected by the experimenter. Triangulated data from questionnaires, including task evaluation questionnaire (Ryan, 1982), Language Learning Orientations Scale (Noels et al., 2000), one-to-one interviews, and classroom observations were collected throughout fourteen weeks to offer both quantitative and qualitative analyses of learners’ motivation changes. The results show that participants’ task motivation and task engagement for vocabulary learning is significantly higher when they are provided with choices during tasks. Moreover, individual learners’ motivational retrospection and peer influences are important variables contributing to one’s motivational fluctuation. Pedagogically, the results may suggest effective motivating strategies for administering L2 vocabulary learning activities in classrooms.
Yalçin, Bahadir. "A competency model for dispersed military team and role of competencies on work engagement and career competencies." Doctoral thesis, 2017. http://hdl.handle.net/10071/16969.
O capital humano constitui um recurso muito importante disponível para qualquer organização, sendo fundamental para o seu desempenho. Por este motivo, a necessidade de uma força de trabalho eficaz, competente, envolvida e proactiva, tem aumentado em organizações não militares e militares. Esta tese foca as competências de liderança necessárias para comandar uma equipa militar dispersa (EMD) e o papel das competências de liderança no engagement no trabalho e competências de carreira. Nesse sentido foram realizados dois estudos. No primeiro estudo, desenvolvemos um modelo de competências EMD, constituído por dez competências principais, 5 de liderança e 5 de pertença a equipas. No segundo estudo, investigámos o papel das competências no engagement no trabalho e nas competências de carreira utilizando o modelo das Exigências-Recursos e o modelo das Competências de Carreira como enquadramento teórico. Neste estudo considerámos as competências de liderança definidas no primeiro estudo e investigámos a relação entre estas competências e as características do trabalho – exigências e recursos- e o engagement no trabalho. Posteriormente investigámos a relação entre as competências de liderança e as competências de carreira. Os resultados obtidos revelam que as competências apresentam: uma relação positiva significativa com a clareza de papel, possibilidades de desenvolvimento e uma relação negativa com o apoio social; uma relação negativa com o conflito no papel e a sobrecarga de trabalho; e uma relação positiva significativa com o engagement no trabalho, além disso, a clareza do papel revelou ser mediadora da relação entre as competências e o engagement no trabalho. Em relação ao papel das competências nas competências de carreira, verificámos uma relação positiva significativa entre as mesmas. Globalmente, os nossos resultados sugerem que o domínio das competências afeta a perceção das condições de trabalho, contribui para maiores níveis de engagement pela sua influência na clareza de papel, e contribui para o desenvolvimento de competências de carreira.
Книги з теми "L2 Engagement":
Jacknick, Christine M. Multimodal Participation and Engagement. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474455183.001.0001.
Частини книг з теми "L2 Engagement":
Amelia, Pratiwi, Dwi Rukmini, Januarius Mujiyanto, and Dwi Anggani Linggar Bharati. "Investigating English teachers' online learning engagement: A case study during COVID-19 pandemic." In Post Pandemic L2 Pedagogy, 49–54. London: Routledge, 2021. http://dx.doi.org/10.1201/9781003199267-8.
Qu, Yanfeng. "Student engagement and pedagogical innovations for the pandemic-precipitated online delivery of university Chinese courses." In Frontiers of L2 Chinese Language Education, 51–67. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003169895-4.
Hessel, Gianna. "Study Abroad: L2 Self-efficacy and Engagement in Intercultural Interactions." In Second Language Learning and Teaching, 199–210. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17057-8_12.
Ibrahim, Zana. "11 Affect in Directed Motivational Currents: Positive Emotionality in Long-Term L2 Engagement." In Positive Psychology in SLA, edited by Peter D. MacIntyre, Tammy Gregersen, and Sarah Mercer, 258–81. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783095360-012.
Rheindorf, Markus. "Doing stance and engagement: Austrian graduate students’ awareness of reporting signal and attitude in German (L1) and English (L2)." In Academic writing across languages: multilingual and contrastive approaches in higher education, 209–32. Wien: Böhlau Verlag, 2019. http://dx.doi.org/10.7767/9783205208815.209.
Jackson, B. Jane. "The Academic Second Language (L2) Socialization and Acculturation of International Exchange Students." In Academic Mobility Programs and Engagement, 80–110. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1607-2.ch004.
García-Pastor, María Dolores. "Engagement in Emergency Remote Education." In Motivation, Volition, and Engagement in Online Distance Learning, 126–46. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7681-6.ch006.
Çapan, Seyit Ahmet. "Using Digital Storytelling to Handle Second Language Writing Anxiety and Attitudes." In New Technological Applications for Foreign and Second Language Learning and Teaching, 157–78. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2591-3.ch008.
Oskoz, Ana, Ana Gimeno-Sanz, and Ana Sevilla-Pavón. "Examining L2 Learners' Use of Engagement Strategies in Telecollaborative Written Interactions." In Advances in Linguistics and Communication Studies, 200–220. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4154-7.ch008.
Kitade, Keiko. "Offline Peer Dialogue in Asynchronous Computer-Mediated Communication Activities for L2 Teacher Development." In Teacher Education, 1038–59. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch049.
Тези доповідей конференцій з теми "L2 Engagement":
Pradhan, Anuj K., Jacob Crossman, and Adam Sypniewski. "Improving Driver Engagement During L2 Automation: A Pilot Study." In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2019. http://dx.doi.org/10.17077/drivingassessment.1707.
Wood, Jennifer Irene. "Socrative in the Language Classroom: Tackling Classroom Anxiety and Encouraging Participation." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11231.