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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010328531 | P53.85 H33 2013 | Open Access Book | Book | Searching... |
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Summary
Summary
Motivation is a vital element in learning, and the most commonly cited explanation for success or failure in language learning. Jill Hadfield and Zoltán Dörnyei present a new theory of motivation centred around the notion of the "~Ideal Future Language Self", arguing that if students have a rich and inspiring vision of themselves as successful future language learners and users, they will be motivated to work hard to actualise the vision and become that learner. This book:
integrates the latest research in language teaching with innovative classroom practice offers suggestions on how the various components of the theory could be structured into a teaching sequence includes a variety of imaginative classroom activities designed to aid both student and teacher in creating and actualising the Ideal Self through visualisation, goal setting, task identification and planning, and a selection of appropriate learning strategies shows how teachers can undertake motivation-related research in their own classroomsThis is an ideal guide to and activity book for the theory and practice of motivation in language learning for students and teachers alike.
Author Notes
Jill Hadfield has worked as a teacher and teacher trainer in Britain, France, China, Tibet, Madagascar and run short courses and seminars for teachers in many other parts of the world. She now teaches on the Certificate and Diploma in Language Teaching, and the BA in English at Unitec New Zealand. She is the author of over 25 books, including the Longman Communication Games series, five books in the Oxford Basics series and Classroom Dynamics . She has also written a course for young learners: Excellent! published by Longman. Two Teacher Education books were published last year: Top Tools for Language Teachers (Pearson) and A n Introduction to Teaching English (OUP). She has also written two travel books and a novel.
Zoltán Dörnyei received his PhD in psycholinguistics from Eötvös University, Budapest in 1989 where he then worked for 10 years as a teacher trainer and applied linguist, with his responsibilities also including being Director of Studies of the PhD program in Language Pedagogy. In 1998 he moved to the UK, and he is currently Professor of Psycholinguistics in the School of English Studies, University of Nottingham. He has published over 60 academic papers on various aspects of second language acquisition and language teaching methodology, and is the author of several books
Table of Contents
| Part 1 Introduction: Motivation And The Vision Of Knowing A Second Language |
| Motivation and the self |
| Ideal selves, ought-to selves and the L2 Motivational Self System |
| Conditions for the motivating capacity of vision |
| A visionary motivational programme |
| How this book is structured |
| Part 2 From Implications To Application |
| Content selection |
| Sequencing |
| 1 Imaging Identity: My Future L2 Self |
| Section 1 Creating the vision |
| Activity 1 Future Alternatives |
| Activity 2 Introduction to Visualisation |
| Activity 3 My Ideal Self |
| Activity 4 Portraits |
| Activity 5 L2 Greetings |
| Activity 6 My Future L2 Self |
| Activity 7 Identity Tree |
| Activity 8 The Self I Can Become |
| Section 2 Substantiating the vision: what is possible |
| Activity 9 Reality Check 1 |
| Activity 10 Reality Check 2 |
| Activity 11 Reality Consensus |
| Activity 12 Dream On! |
| Activity 13 Leaf Rating |
| Activity 14 Vision Revision |
| Section 3 Counterbalancing the vision |
| Activity 15 What If...? |
| Activity 16 What Gets in the Way of Learning? |
| Activity 17 Identifying the Self Barrier |
| Activity 18 Meeting the Self Barrier |
| Activity 19 Filmshots |
| Activity 20 Two Roads |
| Activity 21 Overcoming Obstacles |
| Section 4 Aligning selves |
| Activity 22 Introducing the Ought-to Self |
| Activity 23 The Mom Song |
| Activity 24 The Ought-to Self Song |
| Activity 25 Great Expectations |
| Activity 26 Advice From the Ought-to Self |
| Activity 27 Making Friends with the Ought-to self |
| Activity 28 Meeting the Mentor |
| Activity 29 The Fourth Man |
| Section 5 Enhancing the vision |
| Activity 30 Future Photo Album |
| Activity 31 Future Self-Portraits |
| Activity 32 Song of My Future Self |
| Activity 33 Fairy Tale |
| 2 Mapping the Journey: From Dream to Reality |
| Section 1 From vision to goals |
| Activity 34 Wishlists |
| Activity 35 Syllabus Check |
| Activity 36 Aims Poster |
| Activity 37 Personal Goal Statements |
| Activity 38 From Reality Check to Goal Sheet: a Greek Example |
| Activity 39 Base Camps |
| Activity 40 Goal Breakdown |
| Activity 41 Goal Wheels |
| Section 2 From goals to plans |
| Activity 42 Task List |
| Activity 43 Taskmap |
| Activity 44 Mosaic |
| Activity 45 Slicing up the cake |
| Activity 46 Study Plan |
| Section 3 From plans to strategies |
| Activity 47 Work Style |
| Activity 48 Study Habits |
| Activity 49 Time Management |
| Activity 50 Try This! |
| Activity 51 Great Expectations |
| Activity 52 Distraction Reduction |
| Activity 53 Allocating Time |
| Activity 54 Light Fantastic |
| Activity 55 Chill |
| Activity 56 Positive Thinking |
| Activity 57 Favourite Workplace |
| Activity 58 With a Little Help from my Friends |
| Activity 59 Strategies Rap |
| Section 4 From strategies to achievement |
| Activity 60 Study Buddies |
| Activity 61 Study Contracts |
| Activity 62 Rate Yourself |
| Activity 63 Progress Ladders |
| Activity 64 Contract Wall |
| Activity 65 Progress Blog |
| 3 Keeping The Vision Alive |
| Section 1 Developing identity |
| Identity Projects |
| Activity 66 Board Game |
| Activity 67 Letter from My Future Self |
| Activity 68 Future Photo Albums |
| Activity 69 Future Diaries |
| Activity 70 L2 Self Bebo/Facebook Pages |
| Activity 71 'Second Life' |
| Targeted Visualisations |
| Activity 72 Goods and Services: In a Restaurant |
| Activity 73 Social: At a Party |
| Activity 74 Work: Job Interview |
| Activity 75 Study and Exams: Giving a Presentation |
| Role Models |
| Activity 76 Good Language Learners |
| Activity 77 Interview a Role Model |
| Activity 78 Webquest |
| Activity 79 Role Model Roleplay |
| Self-Belief |
| Activity 80 Secret Friends |
| Activity 81 Affirmation Sheets |
| Activity 82 Claim a Compliment! |
| Activity 83 New, Exciting...! |
| Section 2 Making it real |
| Entering the L2 Community |
| Activity 84 Projects: What to Do in ..... |
| Activity 85 Interviews: What do you think of...? |
| Activity 86 Community Placements |
| Activity 87 International E-pals |
| Activity 88 Guest Speakers |
| Activity 89 Chat Corner |
| Simulations: Let's Pretend |
| Activity 90 A Bed for the Night |
| Activity 91 Doing the Shopping |
| Activity 92 Foodies |
| Activity 93 Where Can I Get a Cup of Coffee? |
| Activity 94 What's On? |
| Activity 95 Airport |
| Activity 96 Taking It Back |
| Cultural Events |
| Activity 97 Film Screenings |
| Activity 98 Foodies |
| Activity 99 Festivals |
| Activity 100 Culture Board |
| Part 3 From Application To Implementation |
| Towards a Motivational Programme |
| Induction Module |
| A 'full' programme |
| A time-constrained programme |
| Language work |
| Identity projects |
| Mapping the Journey |
| Establishing short-term goals, identifying tasks and drawing up study plans |
| Strategies |
| Making contracts and affirming progress |
| Keeping the Vision Alive |
| Enjoyment of the Learning Experience |
| Part 4 From Implementation To Research |
| Why do action research? |
| Why not? |
| What is action research? |
| Who should do it? |
| How? |
| Interviewing |
| Interview topics and questions |
| Processing the interview data |
| References |
