The global importance ascribed to English might lead us to assume that the need to learn English is unquestionable and that therefore student motivation is not a problem. In reality, however, local classroom experiences and practices suggest that issues of student (and teacher) motivation are high on the agenda despite or rather because of the significant status English has in educational policy and curricula, high stakes gatekeeping exams and the professional job market. This book brings together motivation-related practical concerns and debates from diverse international contexts and educational settings, and from the perspective of writers who are practitioners as well as researchers. The collection shows how these locally produced insights and issues can have wider global significance, resonating with the experiences and concerns of English teachers and learners across the world. Each chapter concludes with selected engagement priorities offering pointers for discussion and exploration for teachers and teacher educators.
Recenzijos
'This volume is unique in that it is a collection of multicultural, interdisciplinary studies using qualitative (Malcolm, Aboshiba) and mixed methods (Woodrow, Taylor, Gao). The mixed methods approach and the longitudinal research design applied in some of these studies offer a deeper examination and understanding of L2 motivation changes as related to English language learning worldwide, as studies on motivation and language acquisition are predominantly survey based.' - LINGUIST
'A welcome aspect of this book is its focus on the local context of language learning and how this interacts with both the learner's concept of self and the motivation to pursue his or her language studies.' - English Today
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vii | |
| Notes on Contributors |
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viii | |
| Series Editors' Preface |
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x | |
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xii | |
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1 Motivation and ELT: Global Issues and Local Concerns |
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1 | (17) |
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2 Cultural Challenges, Identity and Motivation in State School EFL |
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18 | (17) |
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3 Listening to Romanian Teenagers: Lessons in Motivation and ELT Methodology |
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35 | (25) |
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4 From Bilingual Francophones to Bilingual Anglophones: The Role of Teachers in the Rising `Equities' of English-Medium Education in Cameroon |
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60 | (22) |
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5 The Integration of Content and Language as a Driving Force in the EFL Lesson |
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82 | (16) |
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6 Motivational Challenges for Gulf Arab Students Studying Medicine in English |
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98 | (19) |
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7 Motivation and the Transition to University |
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117 | (16) |
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8 Digital Games and ELT: Bridging the Authenticity Gap |
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133 | (23) |
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9 Technology and Motivation in English-Language Teaching and Learning |
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156 | (20) |
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10 Motivated by Visions: Stories from Chinese Contexts |
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176 | (16) |
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11 Social Identity and Language Learning Motivation: Exploring the Connection and Activating Learning |
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192 | (24) |
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12 `Native Speaker' English Language Teachers: Disengaged from the Changing International Landscape of their Profession |
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216 | (17) |
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13 Motivation and ELT: Looking Ahead to the Future |
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233 | (8) |
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| Index |
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241 | |
Pamela Aboshiha, Canterbury Christ Church University, UK Darķo Luis Banegas, Ministerio de Educación del Chubut, Argentina Budiyanto, Principal of Junior High School 7, Jambi, Indonesia Xuesong (Andy) Gao, University of Hong Kong Alastair Henry, University West, Sweden Lane Igoudin, Los Angeles City College, USA Kuchah Kuchah, University of Sheffield, UK Martin Lamb, University of Leeds, UK Diane Malcolm, Arabian Gulf University, Bahrain Glenn Stockwell, Waseda University, Japan Florentina Taylor, University of York, UK Ema Ushioda, University of Warwick, UK Lindy Woodrow, University of Sydney, Australia
