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The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study
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PHRASEOLOGICAL MINIMUM OF RUSSIAN AS A FOREIGN LANGUAGE IN RUSSIAN AND CHINESE TESTING SYSTEMS ...
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The Heteronormative Frame in Chinese Yaoi: Integrating Female Chinese Fan Interviews with Sinophone and Anglophone Survey Data
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Speech act theory and its application to EFL teaching in China
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Developing motivation in ESL learning in the Chinese context
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Abstract:
Motivation is crucial and imperative in positively achieving language learning goals. Learning English as a second language (ESL) is a demanding and challenging task which often makes Chinese students stressed, anxious and consequently unable to perform well in the English language classroom. Recent research into motivation in language learning has revealed that motivation has considerable benefits to facilitating the learning process as a means of improving students confidence and promoting class participation. A positive motivation enables language learners to become more focused and proficient in learning the use of another language. This paper critically examines the significance of motivation in English language learning in the Chinese context, and argues that increasing motivation can provide learners with significant advantages in improving confidence and enhancing classroom involvement in the language classroom. It is suggested that motivation, through development of a combination of intrinsic and extrinsic factors, can be harnessed for positive student outcomes.
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Keyword:
Early Childhood Education (excl. Maori); Education; Education Systems
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URL: http://ontheuniversity.com/journal/ http://ecite.utas.edu.au/77143
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