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Motivation

Making connections between theory and practice

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  • Affiliations: 1: University of the Basque Country

References

  1. Bygate, M. , Norris, J.M. , & Van den Branden, K
    (2009) Task-based language teaching: A reader. Amsterdam: John Benjamins.
     [Google Scholar]
  2. Coyle, D. , Hood, P. , & Marsh, D
    (2010) CLIL: Content and language integrated learning. Cambridge: Cambridge University Press.
     [Google Scholar]
  3. Crookes, G. , & Smith, R.W
    (1991) Motivation: Reopening the research agenda. Language Learning, 41, 469–512. doi: 10.1111/j.1467‑1770.1991.tb00690.x
     https://doi.org/10.1111/j.1467-1770.1991.tb00690.x [Google Scholar]
  4. Dörnyei, Z
    (2001) Teaching and researching motivation. London: Longman.
     [Google Scholar]
  5. (2005) The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
     [Google Scholar]
  6. (2009) The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp.9–42). Bristol: Multilingual Matters.
     [Google Scholar]
  7. Dörnyei, Z. , & Kubanyiova, M
    (2014) Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge: Cambridge University Press.
     [Google Scholar]
  8. Ellis, R
    (2003) Task-based language learning and teaching. Oxford: Oxford University Press.
     [Google Scholar]
  9. Fried-Booth, D.L
    (2002) Project work. Oxford: Oxford University Press.
     [Google Scholar]
  10. Hattie, J.A
    (2009) Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
     [Google Scholar]
  11. Henry, A
    (2013) Digital games and ELT: Bridging the authenticity gap. In E. Ushioda (Ed.), International perspectives on motivation: Language learning and professional challenges (pp.133–155). Houndmills: Palgrave MacMillan.
     [Google Scholar]
  12. Leaver, B. , & Willis, J
    (Eds.) (2004) Task-based instruction in foreign language education: Practices and programs. Washington, DC: Georgetown University Press.
     [Google Scholar]
  13. McEwan, I
    (2013) Sweet tooth. London: Random House.
     [Google Scholar]
  14. Mills, N. , Pajares, F. , & Herron, C
    (2007) Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning, 57, 417–422. doi: 10.1111/j.1467‑9922.2007.00421.x
     https://doi.org/10.1111/ j.1467-9922.2007.00421.x [Google Scholar]
  15. Murray, G. , Gao, X. , & Lamb, T
    (2011) Identity, motivation and autonomy in language learning. Bristol/Buffalo/Toronto: Multilingual Matters.
     [Google Scholar]
  16. Nunan, D
    (2004) Task-based language teaching. Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511667336
     https://doi.org/10.1017/CBO9780511667336 [Google Scholar]
  17. Slavin, R.E
    (1995) Cooperative learning: Theory, research and practice (2nd ed.). Boston, MA: Allyn & Bacon.
     [Google Scholar]
  18. Sierra, J.M
    (2011) CLIL and Project Work. Contributions from the classroom. In Y. Ruiz de Zarobe , J.M. Sierra & F. Gallardo del Puerto (Eds.), Content and foreign language lntegrated learning (pp.211–239). Bern: Peter Lang.
     [Google Scholar]
  19. Ushioda, E
    (2011) Motivating learners to speak as themselves. In G. Murray , X. Gao & T. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp.11–24). Bristol: Multilingual Matters.
     [Google Scholar]
  20. van Lier, L
    (2007) Action-based teaching, autonomy and identity. Innovation in Language Learning and Teaching, 1, 46–65. doi: 10.2167/illt42.0
     https://doi.org/10.2167/illt42.0 [Google Scholar]

References

  1. Bygate, M. , Norris, J.M. , & Van den Branden, K
    (2009) Task-based language teaching: A reader. Amsterdam: John Benjamins.
     [Google Scholar]
  2. Coyle, D. , Hood, P. , & Marsh, D
    (2010) CLIL: Content and language integrated learning. Cambridge: Cambridge University Press.
     [Google Scholar]
  3. Crookes, G. , & Smith, R.W
    (1991) Motivation: Reopening the research agenda. Language Learning, 41, 469–512. doi: 10.1111/j.1467‑1770.1991.tb00690.x
     https://doi.org/10.1111/j.1467-1770.1991.tb00690.x [Google Scholar]
  4. Dörnyei, Z
    (2001) Teaching and researching motivation. London: Longman.
     [Google Scholar]
  5. (2005) The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
     [Google Scholar]
  6. (2009) The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp.9–42). Bristol: Multilingual Matters.
     [Google Scholar]
  7. Dörnyei, Z. , & Kubanyiova, M
    (2014) Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge: Cambridge University Press.
     [Google Scholar]
  8. Ellis, R
    (2003) Task-based language learning and teaching. Oxford: Oxford University Press.
     [Google Scholar]
  9. Fried-Booth, D.L
    (2002) Project work. Oxford: Oxford University Press.
     [Google Scholar]
  10. Hattie, J.A
    (2009) Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
     [Google Scholar]
  11. Henry, A
    (2013) Digital games and ELT: Bridging the authenticity gap. In E. Ushioda (Ed.), International perspectives on motivation: Language learning and professional challenges (pp.133–155). Houndmills: Palgrave MacMillan.
     [Google Scholar]
  12. Leaver, B. , & Willis, J
    (Eds.) (2004) Task-based instruction in foreign language education: Practices and programs. Washington, DC: Georgetown University Press.
     [Google Scholar]
  13. McEwan, I
    (2013) Sweet tooth. London: Random House.
     [Google Scholar]
  14. Mills, N. , Pajares, F. , & Herron, C
    (2007) Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning, 57, 417–422. doi: 10.1111/j.1467‑9922.2007.00421.x
     https://doi.org/10.1111/ j.1467-9922.2007.00421.x [Google Scholar]
  15. Murray, G. , Gao, X. , & Lamb, T
    (2011) Identity, motivation and autonomy in language learning. Bristol/Buffalo/Toronto: Multilingual Matters.
     [Google Scholar]
  16. Nunan, D
    (2004) Task-based language teaching. Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511667336
     https://doi.org/10.1017/CBO9780511667336 [Google Scholar]
  17. Slavin, R.E
    (1995) Cooperative learning: Theory, research and practice (2nd ed.). Boston, MA: Allyn & Bacon.
     [Google Scholar]
  18. Sierra, J.M
    (2011) CLIL and Project Work. Contributions from the classroom. In Y. Ruiz de Zarobe , J.M. Sierra & F. Gallardo del Puerto (Eds.), Content and foreign language lntegrated learning (pp.211–239). Bern: Peter Lang.
     [Google Scholar]
  19. Ushioda, E
    (2011) Motivating learners to speak as themselves. In G. Murray , X. Gao & T. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp.11–24). Bristol: Multilingual Matters.
     [Google Scholar]
  20. van Lier, L
    (2007) Action-based teaching, autonomy and identity. Innovation in Language Learning and Teaching, 1, 46–65. doi: 10.2167/illt42.0
     https://doi.org/10.2167/illt42.0 [Google Scholar]

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