Motivational Dynamics in Language Learning
Zolt?n D?rnyei
Verkauft von PBShop.store US, Wood Dale, IL, USA
AbeBooks-Verkäufer seit 7. April 2005
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In den Warenkorb legenVerkauft von PBShop.store US, Wood Dale, IL, USA
AbeBooks-Verkäufer seit 7. April 2005
Zustand: New
Anzahl: 2 verfügbar
In den Warenkorb legenNew Book. Shipped from UK. Established seller since 2000.
Bestandsnummer des Verkäufers GB-9781783092550
This collection of conceptual papers and data-based research studies investigate the dynamics of language learning motivation from a complex dynamic systems perspective. The chapters seek to answer the question of how we can understand motivation if we perceive it as a continuously changing and evolving entity rather than a fixed learner trait.
Zoltán Dörnyei was a Professor of Psycholinguistics at the University of Nottingham, UK. He published extensively on second language acquisition and learner psychology, with a particular focus on language learner motivation.
Peter D. MacIntyre is Professor of Psychology at Cape Breton University, Canada. He has published over 100 articles, chapters and books within the field of psychology of language and communication and has received awards for teaching excellence (Atlantic Association of Universities), for contributions to the study of language (the Gardner Award and the Mildenberger Prize) and awards for service to students and the community.
Alastair Henry is Professor of language education at University West, Sweden. His research involves the psychology of language learning and teaching. In addition to motivation, his work has focused on teacher identities, digital technology and language choices in contexts of migration. He was the principal investigator for the Motivational Teaching in Swedish Secondary English (MoTiSSE) project. With Zoltan Dörnyei and Peter MacIntyre he co-edited Motivational Dynamics in Language Learning (2015), and with Zoltan Dörnyei and Christine Muir he is the co-author of Motivational Currents in Language Learning: Frameworks for Focused Interventions (2016).
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