Hits 4.721 – 4.740 of 4.796
| 4721 |
Prospects for Improving Bilingual Education: An Analysis of Conditions Surrounding Bilingual Education Programs in U.S. Public Schools
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In: Masters Theses & Specialist Projects (2015)
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| 4722 |
Navigating language variety: ASL/English interpreters “giving voice” to African American/black deaf signed language users
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2015)
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| 4723 |
Current practices: pre-admission assessment of American Sign Language and English language competency in interpreter education programs
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2015)
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| 4724 |
Similar Settings, Different Story Lines: The Positioning of ESL Teachers in Two Middle Schools
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In: Reading Horizons: A Journal of Literacy and Language Arts (2015)
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| 4725 |
老人与海: The Cultural Classroom Handbook
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In: Mahurin Honors College Capstone Experience/Thesis Projects (2015)
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| 4726 |
Heritage learner to professional interpreter: who are deaf-parented interpreters and how do they achieve professional status?
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2015)
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| 4727 |
English learning as a means of self-fulfilment : a grounded theory of language learning behaviour
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Abstract:
In this thesis I present an original theory of language learning behaviour derived from a grounded theory analysis of interview testimony from five Japanese learners of English. The theory takes the form of the basic English Learning as a Means of Self-fulfilment (ELMS) model. This model explains English-learning behaviour in terms of the engagement of four types of self-fulfilment drive: a drive for intellectual and affective stimulation (entertainment drive); a drive to ‘expand one’s horizons’ (perspective drive); a drive to make a ‘success’ of oneself (status drive); and a drive to engage in interaction with others (communication drive). Two additional models built on the foundation of the basic ELMS model are also introduced: the expanded ELMS model explains how learning behaviour is mediated by cultural and institutional context, and by the individual’s attempts to make sense of, and control, experience; and the Learning as a Means of Self-fulfilment (LMS) model is a hypothetical general model of learning which incorporates existing concepts from the literature. The results of the analysis demonstrate the importance of structure, rather than agency, in shaping language-learning behaviour. The theoretical rendering of motivation that emerges from the analysis is differentiated from that of motivation as a force constantly underlying behaviour. Instead, motivation is seen to make only sporadic appearances on the stage of consciousness, and to be responsible for behavioural change rather than behavioural routine. It follows that unexpected events that stimulate changes in beliefs about the self or about language learning may have much to tell us about motivation. This research does not so much build upon existing theory as problematise it. The results challenge prevailing conceptualisations of motivation, dominant discourses and practices associated with the term within applied linguistics and Japanese English language education, and the utility of the concept itself. It is a methodologically innovative investigation into the relationship between motivation and English learning in the Japanese context, with implications that extend beyond this context.
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Keyword:
LB Theory and practice of education; PE English
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URL: http://wrap.warwick.ac.uk/79953/
http://webcat.warwick.ac.uk/record=b2870408~S1
http://wrap.warwick.ac.uk/79953/1/WRAP_THESIS_Pigott_2015.pdf
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| 4728 |
The 'English language question' in higher education : some reflections on issues and strategy
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| 4729 |
Imagining more than just a prisoner : the work of prisoners' penfriends
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| 4730 |
Portraits of Indonesian Language Learners as Imagined Bilinguals
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| 4731 |
Examining the quality of phonological representations in Anindilyakwa children in Australia
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| 4732 |
Peer review in a graduate writing class: Case studies of first- and second - language students
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In: ETD Collection for University of Texas, El Paso (2015)
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| 4733 |
Voices: Karen Refugees in Cache Valley, Utah
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In: ENGL 6750—Voices: Karen Refugees in Cache Valley, Utah (2015)
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| 4734 |
Exploración de las Narrativas Bilingües Orales y Escritas en Español e Inglés
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2015)
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| 4735 |
Monolingual and Bilingual Intervention Outcomes in a Bilingual Child with Autism
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In: Open Access Theses & Dissertations (2015)
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| 4736 |
A Comparison Of Maze Frequency And Type Across Language And Speaker: A Look At English And Spanish Narrative Retells
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In: Open Access Theses & Dissertations (2015)
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| 4737 |
A Corpus for Investigating English-Language Learners' Dialog Behaviors
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In: Departmental Technical Reports (CS) (2015)
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| 4738 |
Peer Review in a Graduate Writing Class: Case Studies of First-and Second- Language Students
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In: Open Access Theses & Dissertations (2015)
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| 4739 |
The Window To The Bilingual Mind: Eye Movements Reveal Psycholinguistic Grain Unit Sizes Of Bilingual Spoken Word Recognition
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In: Open Access Theses & Dissertations (2015)
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| 4740 |
Moving beyond the language–literature divide in foreign language programs: The use of digital annotation tools
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2015)
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