By David Lasagabaster, Aintzane Doiz, Juan Manuel Sierra
ISBN-10: 9027213224
ISBN-13: 9789027213228
Motivation is a key point of moment language studying. there isn't any doubt that summary versions are simple to achieve theoretical insights into motivation; in spite of the fact that, academics and researchers call for understandable factors for motivation which can support them to enhance their daily educating and examine. the purpose of this publication is to supply either theoretical insights and useful feedback to enhance motivation within the lecture room. With this in brain, the publication is split into sections: the 1st half comprises cutting edge principles concerning language studying motivation, while the second one is concentrated at the dating among assorted ways to international language studying – similar to EFL (English as a overseas language), CLIL (Content and Language built-in studying) or immersion – and motivation. either sections have an emphasis on pedagogical implications which are rooted in either theoretical and empirical paintings.
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Additional info for Motivation and Foreign Language Learning: From theory to practice
Sample text
To activate the full potential of a DMC however, the task’s goal needs to be aligned with the students’ broader language visions – that is, they need to see the task as meaningful and effective with regards to their L2 goals – and be given full control over execution. g. producing a visual display or preparing for a role-play performance). Term-level Moving beyond this, perhaps the most typical instructional example which may facilitate a DMC is project work. Inherently it is often very well set up to allow for maximum autonomy as the project progresses, and it usually has clearly visible and understandable starting and end points.
One approach to scaffolding thinking may be for the teacher to model specific self-verbalisations that highlight and structure the strategic processes needed when approaching a problem or task. For example, the teacher might think aloud with the learner in the following way: (1) a. Okay, the first thing we need to ask ourselves is … b. Next, we need to work out a plan … c. Then we can focus on … The idea here is that learners may pick up and reproduce these self-verbalisations in their private speech to regulate their thinking when working through a problem.
E. metacognitive) control of the thinking processes needed to solve the problem. A central principle of the theory is that the interior language of thought developed by the child (or learner) to achieve this metacognitive control is internalised from the social-interactive discourse of joint problem solving with more capable others, during which various strategies and solutions are discussed and talked through. e. talking aloud to oneself to regulate one’s thinking and concentration during a complex task.
Motivation and Foreign Language Learning: From theory to practice by David Lasagabaster, Aintzane Doiz, Juan Manuel Sierra
by Ronald
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