Identity, Motivation and Autonomy in Language Learning by Garold Murray, Xuesong Gao, Terry Lamb

By Garold Murray, Xuesong Gao, Terry Lamb

During this quantity researchers from Asia, Europe, the center East, North the US, and South the US hire a number of theoretical views and methodological methods which will examine the hyperlinks among identification, motivation, and autonomy in language studying.

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Joining Forces for Synergy 33 Episode 2: Assert control of learning by any means In the inquiry, many mainland Chinese students were found to have regarded achieving good academic results, receiving a doctoral scholarship from an American university, or getting a job offer from a prestigious company in Hong Kong as the pinnacle of success for their educational endeavors. The inquiry also recorded that these mainland Chinese students undertook strenuous efforts to achieve these objectives. For instance, at least three of the four longitudinal case study participants reported memorizing the Graduate Record Exam (GRE) vocabulary list, a crucial part of the preparation for the GRE a gate-keeper examination for graduate studies in North American universities.

As a result, she realized that learning English could have many other meanings. Like her idol, she could remain ‘a common girl’ but also a ‘superstar’ empowered by her English competence and tertiary education. Also like her idol, she could always pursue a life path, ‘alternative’ to those who view successful life in terms of receiving a good job offer in Hong Kong or doing doctoral studies in the USA. Interpretations The two biographical episodes from Liu’s language learning experiences demonstrate how contextual conditions interact with learner agency in the strategic language learning process.

2009) Connecting with the big picture. Educational Psychologist 44 (2), 147Á 157. Coetzee-Van Rooy, S. (2006) Integrativeness: Untenable for world Englishes learners? World Englishes 25 (3/4), 437Á 450. L. M. (eds) (2002) Handbook of Self-Determination Research. Rochester, NY: The University of Rochester Press. Do¨rnyei, Z. (2005) The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum. Motivating Learners to Speak as Themselves 23 Do¨rnyei, Z.

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