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Saying 'no' in emails in Mandarin Chinese and Australian English
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Li, W. - : De Gruyter Mouton, 2022
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Bilingual advantages in executive functioning: Evidence from a low-income sample
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In: FIRST LANGUAGE, vol 41, iss 6 (2021)
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Stem similarity modulates infants' acquisition of phonological alternations.
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Playing With Unicorns: AI Dungeon and Citizen NLP
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In: Digital Humanities Quarterly, vol 14, iss 4 (2021)
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Narrative story stem methodologies: Use and utility of quantitative and qualitative approaches across the lifespan
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In: Narrative Inquiry, vol 31, iss 1 (2021)
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Into the Real World: Autonomous and Integrated Chinese Language Learning Through a 3D Immersive Experience
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Comparison of reported main COVID-19 information sources in national and culturally and linguistically diverse communities in Australia
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10 |
A New Greek Grammar for Students and Teachers
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In: Mnemosyne, vol 73, iss 3 (2020)
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11 |
Language and Reading Progress of Young Deaf and Hard-of-Hearing Children.
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In: Journal of deaf studies and deaf education, vol 25, iss 3 (2020)
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12 |
IN MEMORIAM JOHN J. OHALA (1941-2020)
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In: JOURNAL OF THE INTERNATIONAL PHONETIC ASSOCIATION, vol 50, iss 3 (2020)
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The Relations Between Children's Comprehension Monitoring and Their Reading Comprehension and Vocabulary Knowledge: An Eye-Movement Study.
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In: Reading and writing, vol 33, iss 3 (2020)
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14 |
Communication efficiency of color naming across languages provides a new framework for the evolution of color terms.
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In: Cognition, vol 195 (2020)
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15 |
Effects of vowel coproduction on the timecourse of tone recognition
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16 |
The inconspicuous substratum : Indigenous Australian languages and the phonetics of stop contrasts in English on Croker Island
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19 |
East-Asian philosophical concepts as analytical framework for interpreting non-western images in children's picturebooks
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20 |
Examining the role of the learner and the teacher in language learning motivation
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Abstract:
Effective teaching practice requires that teachers know their students not as faceless average learners, but as individuals. The most individual of learner characteristics is personality, and yet language education research has made little progress in understanding the role of personality. As the field of language learning motivation seeks to develop frameworks for motivational teaching practice, a richer understanding of learners individuality is crucial in shaping practices that respond to learners needs. The present study examines the role of learners personality and teachers practice in shaping motivation and self-efficacy in language learning. Drawing on data gathered from 277 learners of English in Hong Kong, aged 11-14 years, and 24 lesson observations, across 10 classes, the study applies hierarchical multiple regression analysis to reveal a significant role of personality and teachers motivational practice in predicting language learning motivation and self-efficacy. Results reveal that while personality variables demonstrated large effect sizes for motivational orientations, teacher practice variables evidenced large effect sizes for language learning self-efficacy. Implications are discussed for theorization of language learning motivation and for teaching practice, with a particular emphasis on language teacher education.
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Keyword:
Applied linguistics and educational linguistics; Communication and Culture; Language; Linguistics
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URL: https://doi.org/10.1177/1362168820938810 http://ecite.utas.edu.au/140207
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