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El. knyga: Motivating Learning

4.80/5 (10 ratings by Goodreads)
, (University of Nottingham, UK)
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Motivation is a vital element in learning, and the most commonly cited explanation for success or failure in language learning. Jill Hadfield and Zoltįn Dörnyei present a new theory of motivation centred around the notion of the "Ideal Future Language Self", arguing that if students have a rich and inspiring vision of themselves as successful future language learners and users, they will be motivated to work hard to actualise the vision and become that learner. This book:





integrates the latest research in language teaching with innovative classroom practice offers suggestions on how the various components of the theory could be structured into a teaching sequence includes a variety of imaginative classroom activities designed to aid both student and teacher in creating and actualising the Ideal Self through visualisation, goal setting, task identification and planning, and a selection of appropriate learning strategies shows how teachers can undertake motivation-related research in their own classrooms

This is an ideal guide to and activity book for the theory and practice of motivation in language learning for students and teachers alike.

Daugiau informacijos

Bringing applied linguistics theory to life in the language classroom this resource explains clearly and easily for teachers and teacher trainers how to implement motivational theory in their classrooms for learners of all ages and abilities.
Preface ix
Part I From research to implications 1(6)
Motivation and the vision of knowing a second language
1(1)
Motivation and the self
2(3)
A visionary motivational programme
5(1)
How this book is structured
6(1)
Part II From implications to application 7(278)
Content selection
7(1)
Sequencing
8(1)
Where to find out more
9(2)
1 Imaging identity: my future L2 self
11(94)
Section 1 Creating the vision
11(21)
Activity 1 Future Alternatives
16(4)
Activity 2 Introduction to Visualisation
20(1)
Activity 3 My Ideal Self
21(2)
Activity 4 Portraits
23(2)
Activity 5 L2 Greetings
25(1)
Activity 6 My Future L2 Self
26(2)
Activity 7 Identity Tree
28(2)
Activity 8 The Self I Can Become
30(2)
Section 2 Substantiating the vision: what is possible
32(15)
Activity 9 Reality Check 1
35(3)
Activity 10 Reality Check 2
38(2)
Activity 11 Reality Consensus
40(3)
Activity 12 Dream On!
43(2)
Activity 13 Leaf Rating
45(1)
Activity 14 Vision Revision
46(1)
Section 3 Counterbalancing the vision
47(24)
Activity 15 What If...?
51(5)
Activity 16 What Gets in the Way of Learning?
56(4)
Activity 17 Identifying the Self Barrier
60(2)
Activity 18 Meeting the Self Barrier
62(2)
Activity 19 Filmshots
64(1)
Activity 20 Two Roads
65(3)
Activity 21 Overcoming Obstacles
68(3)
Section 4 Unifying the vision
71(23)
Activity 22 Introducing the Ought-to Self
73(2)
Activity 23 The Mom Song
75(2)
Activity 24 The Ought-to Self Song
77(2)
Activity 25 Great Expectations
79(2)
Activity 26 Advice From the Ought-to Self
81(7)
Activity 27 Making Friends with the Ought-to Self
88(2)
Activity 28 Meeting the Mentor
90(2)
Activity 29 The Fourth Man
92(2)
Section 5 Enhancing the vision
94(11)
Activity 30 Future Photo Album
96(2)
Activity 31 Future Self-Portraits
98(2)
Activity 32 Song of My Future Self
100(2)
Activity 33 Fairytale
102(3)
2 Mapping the journey: from dream to reality
105(93)
Section 1 From vision to goals
106(21)
Activity 34 Wishlists
110(2)
Activity 35 Syllabus Check
112(3)
Activity 36 Aims Poster
115(2)
Activity 37 Personal Goal Statements
117(2)
Activity 38 From Reality Check to Goal Sheet: A Greek Example
119(3)
Activity 39 Base Camps
122(1)
Activity 40 Goal Breakdown
123(2)
Activity 41 Goal Wheels
125(2)
Section 2 From goals to plans
127(19)
Activity 42 Task List
129(2)
Activity 43 Taskmap
131(3)
Activity 44 Mosaic
134(4)
Activity 45 Slicing Up the Cake
138(2)
Activity 46 Study Plan
140(6)
Section 3 From plans to strategies
146(34)
Activity 47 Work Style
149(2)
Activity 48 Study Habits
151(2)
Activity 49 Time Management
153(1)
Activity 50 Try This!
154(1)
Activity 51 Great Expectations
155(3)
Activity 52 Distraction Reduction
158(4)
Activity 53 Allocating Time
162(2)
Activity 54 Light Fantastic
164(2)
Activity 55 Chill
166(2)
Activity 56 Positive Thinking
168(2)
Activity 57 Favourite Workplace
170(4)
Activity 58 With a Little Help from my Friends
174(4)
Activity 59 Strategies Rap
178(2)
Section 4 From strategies to achievement
180(18)
Activity 60 Study Buddies
182(3)
Activity 61 Study Contracts
185(3)
Activity 62 Rate Yourself
188(2)
Activity 63 Progress Ladders
190(3)
Activity 64 Contract Wall
193(4)
Activity 65 Progress blog
197(1)
3 Keeping the vision alive
198(87)
Section 1 Developing identity
199(37)
Identity projects
202(8)
Activity 66 Board Game
202(2)
Activity 67 Letter from My Future Self
204(2)
Activity 68 Future Photo Albums
206(1)
Activity 69 Future Diaries
207(1)
Activity 70 L2 Self Bebo/Facebook Pages
208(1)
Activity 71 'Second Life'
209(1)
Targeted visualisations
210(9)
Activity 72 Goods and Services: In a Restaurant
210(3)
Activity 73 Social: At a Party
213(2)
Activity 74 Work: Job Interview
215(2)
Activity 75 Study and Exams: Giving a Presentation
217(2)
Role models
219(11)
Activity 76 Good Language Learners
219(1)
Activity 77 Interview a Role Model
220(2)
Activity 78 Webquest
222(2)
Activity 79 Role Model Roleplay
224(6)
Self-belief
230(6)
Activity 80 Secret Friends
230(2)
Activity 81 Affirmation Sheets
232(1)
Activity 82 Claim a Compliment!
233(1)
Activity 83 New!! Exciting!!
234(2)
Section 2 Making it real
236(49)
Entering the L2 community
238(11)
Activity 84 Projects: What to Do in...
238(3)
Activity 85 Interviews: What do you think of... ?
241(2)
Activity 86 Community Placements
243(2)
Activity 87 International E-pals
245(1)
Activity 88 Guest Speakers
246(2)
Activity 89 Chat Corner
248(1)
Simulations: Let's pretend
249(31)
Activity 90 A Bed for the Night
250(6)
Activity 91 Doing the Shopping
256(5)
Activity 92 Where Can I Get a Cup of Coffee?
261(5)
Activity 93 What's On?
266(2)
Activity 94 Airport
268(6)
Activity 95 Taking It Back
274(6)
Cultural events
280(5)
Activity 96 Film Screenings
280(1)
Activity 97 Foodies
281(1)
Activity 98 Festivals
282(2)
Activity 99 Culture Board
284(1)
Part III From application to implementation 285(12)
Towards a motivational programme
285(1)
Induction module
285(3)
Mapping the journey
288(3)
Keeping the vision alive
291(1)
Enjoyment of the learning experience
292(4)
Where to go from here
296(1)
Part IV From implementation to research 297(6)
Why do action research?
297(1)
What is action research?
298(1)
Who should do it?
298(1)
How?
299(1)
Interviewing
299(1)
Interview topics and questions
300(2)
Processing the interview data
302(1)
Further reading
302(1)
References 303
Jill Hadfield has worked as a teacher and teacher trainer in Britain, France, China, Tibet, Madagascar and run short courses and seminars for teachers in many other parts of the world. She now  teaches on the Certificate and Diploma in Language Teaching, and the BA in English at Unitec New Zealand. She is the author of over 25 books, including the Longman Communication Games series, five books in the Oxford Basics series and Classroom Dynamics. She has also written a course for young learners: Excellent! published by Longman. Two Teacher Education books were published last year: Top Tools for Language Teachers (Pearson)  and An Introduction to Teaching English (OUP). She has also written two travel books and a novel. 

 

Zoltįn Dörnyei received his PhD in psycholinguistics from Eötvös University, Budapest in 1989 where he then worked for 10 years as a teacher trainer and applied linguist, with his responsibilities also including being Director of Studies of the PhD program in Language Pedagogy. In 1998 he moved to the UK, and he is currently Professor of Psycholinguistics in the School of English Studies, University of Nottingham. He has published over 60 academic papers on various aspects of second language acquisition and language teaching methodology, and is the author of several books