This item is printed on demand - it takes 3-4 days longer - Neuware -Until now, there has been relatively little research on the links between motivation and learning experiences within the domain of language learning. This volume attempts to fill that gap. It explores the developmental processes of intrinsic motivation and of autonomy in foreign language learning and investigates the links between learners' educational experiences and ways in which such learners develop certain types of motivation. The book draws on various sources in educational psychology and philosophy, including Dewey, Vygotsky, Bruner, Deci, Ryan, and Weiner. The book conceptualises language learning motivation and offers an overview of motivation research, both in educational psychology and in language learning. The author reports on research findings from studies of qualitative or interpretative and quantitative approaches, whose participants were EFL Japanese university students, and offers proposals for helping learners to motivate themselves. 316 pp. Englisch.

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T�tulo: Motivation and Experience in Foreign Language Learning
Editor: Peter Lang Jun 2006
Fecha de publicaci�n: 2006
Idioma: Ingl�s
ISBN 10: 3039105345
ISBN 13: 9783039105342
Encuadernaci�n: Taschenbuch
Estado: Neu

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Sinopsis

Until now, there has been relatively little research on the links between motivation and learning experiences within the domain of language learning. This volume attempts to fill that gap. It explores the developmental processes of intrinsic motivation and of autonomy in foreign language learning and investigates the links between learners' educational experiences and ways in which such learners develop certain types of motivation. The book draws on various sources in educational psychology and philosophy, including Dewey, Vygotsky, Bruner, Deci, Ryan, and Weiner. The book conceptualises language learning motivation and offers an overview of motivation research, both in educational psychology and in language learning. The author reports on research findings from studies of qualitative or interpretative and quantitative approaches, whose participants were EFL Japanese university students, and offers proposals for helping learners to motivate themselves.

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The Author: Yoshiyuki Nakata is an associate professor of English language education at Hyogo University of Teacher Education. He teaches English at undergraduate level and theory of English language teaching at graduate level. He received his Ph.D. from Trinity College, Dublin. His research interests include language learning motivation and teacher/learner autonomy.

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