Language learning motivation in a multilingual Chinese context / Mairin Hennebry-Leung and Xuesong (Andy) Gao.
By: Hennebry, Mairin [author.].
Contributor(s): Gao, Xuesong [author.].
Series: Routledge research in language education.Publisher: Abingdon, Oxon ; New York, NY : Routledge, ©2022Description: 560 pages cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 9781119901921.Subject(s): English language -- Study and teaching (Secondary) -- Chinese speakers | English language -- Study and teaching (Secondary) -- China -- Hong Kong | English language -- Study and teaching (Secondary) -- Psychological aspects | Second language acquisition | Motivation in educationGenre/Form: Print books.Summary: "Drawing on quantitative and qualitative data from teachers and students in Hong Kong's secondary schools, this book examines critical questions in relation to language learning motivation and instructional contexts. Readers are provided with a critical overview of developments in theory and research on language learning motivation and the potential to further extend these models. Grounded in the Douglas Fir Group conceptualisation of language learning, the book explores the complex interplay of diverse factors that shape learners' motivation. The volume offers a unique window into the situated nature of language learning motivation in the macro, meso and micro contexts of a Chinese heritage society. In so doing it brings the Chinese voice into the theorization of this important language learning construct. Potential future research avenues are suggested and implications for policy and practice are discussed. This book will be a useful resource for academics and postgraduates interested in the fields of English as a second language (ESL), English language teaching, language teaching and learning"--| Current location | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|
| On Shelf | QA76.774.L46 2022 (Browse shelf) | Available | AU00000000018832 |
Includes bibliographical references and index.
"Drawing on quantitative and qualitative data from teachers and students in Hong Kong's secondary schools, this book examines critical questions in relation to language learning motivation and instructional contexts. Readers are provided with a critical overview of developments in theory and research on language learning motivation and the potential to further extend these models. Grounded in the Douglas Fir Group conceptualisation of language learning, the book explores the complex interplay of diverse factors that shape learners' motivation. The volume offers a unique window into the situated nature of language learning motivation in the macro, meso and micro contexts of a Chinese heritage society. In so doing it brings the Chinese voice into the theorization of this important language learning construct. Potential future research avenues are suggested and implications for policy and practice are discussed. This book will be a useful resource for academics and postgraduates interested in the fields of English as a second language (ESL), English language teaching, language teaching and learning"--