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Motivations Language Learning Beliefs And Experiences Of Hmong And Spanish Speaking Students In The Foreign Language Classroom
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Book Synopsis Motivations, Language Learning Beliefs, and Experiences of Hmong and Spanish-speaking Students in the Foreign Language Classroom by : Amy Jane Erkonen Landelle
Download or read book Motivations, Language Learning Beliefs, and Experiences of Hmong and Spanish-speaking Students in the Foreign Language Classroom written by Amy Jane Erkonen Landelle and published by . This book was released on 2004 with total page 490 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Hmong-related Works, 1996-2006 by : Mark Edward Pfeifer
Download or read book Hmong-related Works, 1996-2006 written by Mark Edward Pfeifer and published by Scarecrow Press. This book was released on 2007 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Hmong are a mountain-dwelling subgroup of the Miao of southwest China. In the eighteenth and nineteenth centuries, they began migrating southeast to Vietnam, Laos, and Thailand. In the second half of the twentieth century, mainly because of their participation in the Second Indochina War (1954-1975), the Hmong began migrating to the West. Today the Hmong are one of the fastest-growing ethnic populations in the United States, increasing from about 94,000 in the 1990 census to approximately 190,000 in the U.S. Census Bureau's 2005 American Community Survey. With this rapid expansion, there has been a substantially increased interest in Hmong-related written works; multimedia materials; and websites among students, scholars, service professionals, and the general public. To help meet this interest, Mark Edward Pfeifer has compiled Hmong-Related Works, 1996-2006. An Annotated Bibliography, which includes full reference information (including Internet links to articles) and descriptive summaries for more than 600 Hmong-related works. Book jacket.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007-10 with total page 784 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Motivation and Experience in Foreign Language Learning by : Yoshiyuki Nakata
Download or read book Motivation and Experience in Foreign Language Learning written by Yoshiyuki Nakata and published by Peter Lang. This book was released on 2006 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: Originally presented as the author's thesis (Ph. D.)--University of Dublin, Trinity College.
Book Synopsis Linguistics and Language Behavior Abstracts by :
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 2005 with total page 524 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teaching Strategies, Beliefs, and Behaviors of the Hmong and General Education Teachers in the Technical College by : Rosemarie Schulz
Download or read book Teaching Strategies, Beliefs, and Behaviors of the Hmong and General Education Teachers in the Technical College written by Rosemarie Schulz and published by . This book was released on 1998 with total page 652 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Language Learning Motivation in a Multilingual Chinese Context by : Mairin Hennebry-Leung
Download or read book Language Learning Motivation in a Multilingual Chinese Context written by Mairin Hennebry-Leung and published by Taylor & Francis. This book was released on 2022-07-13 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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 developments. Grounded in the Douglas Fir Group conceptualization of language learning, the book explores the complex interplay of diverse factors that shape learners’ motivation. It 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.
Book Synopsis Exploring the Academic Writing Development of 4 Hmong ESL Students by : Noue Yang Leung
Download or read book Exploring the Academic Writing Development of 4 Hmong ESL Students written by Noue Yang Leung and published by . This book was released on 2005 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Motivation as an element in second language acquisition and its effect on the Korean learner by : Philip Elwell
Download or read book Motivation as an element in second language acquisition and its effect on the Korean learner written by Philip Elwell and published by GRIN Verlag. This book was released on 2011-11-11 with total page 17 pages. Available in PDF, EPUB and Kindle. Book excerpt: Essay aus dem Jahr 2011 im Fachbereich Sprachwissenschaft / Sprachforschung (fachübergreifend), Note: B, University of Leicester, Veranstaltung: MA TESOL and Applied Linguistics, Sprache: Deutsch, Abstract: Learners come into the language classroom with a vast array of differences that will effect their language acquisition, these differences determine their ability to acquire the target language. A major contributing factor is the amount of motivation that students have towards what they are learning. In Gardner's Social Education Model which studied the effects of motivation and learner aptitude in the Language Classroom, motivation is defined as being "the learners orientation with regards to the goal of learning a second language" (Norris-Holt 2001). Gardner's model identified two types of motivation: integral and instrumental, these different types of motivation will effect the individual learner in different ways and will in turn ultimately determine the success of acquisition.
Book Synopsis Attitudes and Motivation in Foreign Language Learning by : Maria C. Delgado-Chinchilla
Download or read book Attitudes and Motivation in Foreign Language Learning written by Maria C. Delgado-Chinchilla and published by . This book was released on 1989 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Second Language Instruction/acquisition Abstracts by :
Download or read book Second Language Instruction/acquisition Abstracts written by and published by . This book was released on 1997 with total page 552 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Handbook for Teaching Hmong-speaking Students by : Bruce Bliatout
Download or read book Handbook for Teaching Hmong-speaking Students written by Bruce Bliatout and published by . This book was released on 1988 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Language Learning Motivation and Foreign Language Achievement by : Lu Yang
Download or read book Language Learning Motivation and Foreign Language Achievement written by Lu Yang and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Motivation is an important affective factor in second/foreign language learning (Dörnyei, 1990; Gardner, 1985). While considerable studies have examined students' motivation in English as a foreign language (EFL) contexts, a majority of them focused on university students and adult learners (Boo et al., 2015; Butler, 2015b; Jin et al., 2014; Lamb, 2017; Xu & Case, 2015). This study addresses the gaps in previous research and focuses on upper elementary (Grade 6) English learners in China. First, this study developed and examined the psychometric properties of a motivation survey for upper elementary English learners in China. Furthermore, this study investigated the effects of three motivational factors- perceived parental influence, perceived peer influence, and English learning experience-on English achievement. A first version of the motivation survey was designed and piloted among 493 Grade 6 students from four public schools (school A, school B, school C, school D) that are located in different socioeconomic areas in an economically and socioculturally less developed city in China. Data from the pilot study were analyzed using exploratory factor analysis (EFA). Based on the results of EFA, the first version of the motivation survey was revised. Another sample of participants (N=657) was recruited from Grade 6 classrooms in four public schools (school A with different classrooms from the pilot study, school E, school F, school G) in the same city. Schools B, C, D share similar characteristics as schools E, F, and G. These participants completed the revised version of the motivation survey. Their English scores from the school district level achievement tests in Grade 5 and Grade 6 were collected as a measure of foreign language achievement. Factor analyses across the three samples identified that Ideal L2 self, Ought-to L2 self, English learning experience, parent-oriented motivation, and peer-oriented motivation were five unique and correlated factors. In addition, all five factors had adequate-to-high internal consistency reliability coefficients. The overall model fit of the five correlated factors was satisfactory. Regarding the effects of motivational factors on foreign language achievement, structural equation modeling found that English learning experience, defined as the extent to which students enjoy learning English or students' attitudes toward learning English, had a significant direct effect on English achievement, even after controlling for students' prior English achievement. Additionally, children's perceived parental influence and peer influence indirectly affected English achievement via their English learning experience (i.e. attitudes toward learning English). The findings from the factor analyses across three samples provided preliminary validation of a survey that can be used to measure upper elementary English learners' motivation. The findings also suggest that, when using surveys in L2 motivation research, researchers need to take participants' ages into consideration. The findings from the structural equation modeling deepen our understanding of the relationship between motivation and foreign language achievement and have implications for parents and language educators in elementary schools in China.
Book Synopsis Attitudes and Motivation in Second-language Learning by : Robert C. Gardner
Download or read book Attitudes and Motivation in Second-language Learning written by Robert C. Gardner and published by . This book was released on 1972 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Motivating Language Learners by : Wing-Yu Cheng
Download or read book Motivating Language Learners written by Wing-Yu Cheng and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Motivating Language Learners: Effects of Motivational Strategies on Student Motivation in Chinese Foreign Language Classroom" by Wing-yu, Cheng, 鄭穎瑜, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: The objective of this study is to investigate the effects of teacher motivational strategies on student motivational behavior in Chinese Foreign Language classroom. Specifically, the study attempted to explore the relationship between motivational strategies and student actual classroom behavior and students preference on motivational strategies in enhancing student motivational behavior. The participants were three Chinese foreign language teachers and their Year 8 classes (78 pupils) of the two lowest levels class of Chinese in the school. The study was conducted during the second and third term of the 2010-2011 academic year in an international school in Hong Kong. Using a MOLT observation scheme, a check list of motivated practices, five classes of each teacher were observed to gather data on their motivated behaviors in their classroom. Post lesson interview was also conducted with the students after the observed lessons. It is revealed that teacher motivated practice is associated with student motivational behavior and that Activity-Design-related practices are more prominent factors. On the other hand, it is also discovered that effective motivated practice are varied according to teachers i.e. how teachers employ the strategies in class and the learning environment they provided for students. In short, the findings of the study might provide teacher insights on effective practices that enhance student motivated behavior and implications on classroom practice other that motivational strategies. DOI: 10.5353/th_b4836570 Subjects: Motivation in education - China - Hong Kong Chinese language - Study and teaching (Higher) - China - Hong Kong Language and languages - Study and teaching - Foreign speakers
Book Synopsis Beliefs about Language Learning by : Yanping Cui
Download or read book Beliefs about Language Learning written by Yanping Cui and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Learner beliefs about language learning influence the language learning process. Addressing learner beliefs is central to enhancing teaching effectiveness and learning outcomes. To date, most previous research has described beliefs of learners of related second/foreign languages. In this study, belief dimensions were examined using a standardized survey of beliefs, BALLI, which was completed by 218 post-secondary beginning learners of Chinese and a modified BALLI completed by 62 teachers of Chinese at North American universities. Dimensions were identified using Exploratory Factor Analysis and a model of the relationship between dimensions developed using Structural Equation Modeling (SEM), a statistical technique for testing and estimating causal relations using a combination of statistical data and qualitative causal assumptions. A theoretical framework was established that integrated cognitive and metacognitive domains. The learner beliefs were described and compared between three sub-samples of learners, non-Asian students, Chinese-origin students, and non-Chinese Asians. Chinese and Asian students tended to have more similar beliefs than non-Asian students. The research used a mixed-methods design: quantitative data from the Beliefs about Language Learning Inventory (BALLI) and qualitative data from semi-structured interviews with six Chinese language students and six Chinese language instructors. Quantitative data analyses identified four belief dimensions: Motivation for learning Chinese; Formal language learning strategy (FLLS); Communication-oriented learning strategy (CLLS); and Difficulty of language learning. Learners overall reported high motivation to learn Chinese while concurrently acknowledging a language difficulty hierarchy and seeing Chinese as a difficult language. Both Chinese-origin and non-Chinese origin Asians reported more agreement with beliefs in FLLS than non-Asians. In contrast, non-Asians reported stronger support for CLLS than their Chinese-origin counterparts. Overall, teachers exhibited comprehensive knowledge about language learning. Comparisons between teacher and learner beliefs overall found more mismatches than matches. Compared with learners, teachers reported less agreement with beliefs in FLLS, but more support for CLLS. A hypothetical learner belief model, derived from the BALLI and based on the theoretical framework, was constructed and tested using SEM, which illustrated the causal relationships among the belief dimensions. Within the model, learners who were highly motivated to learn Chinese tended to believe in FLLS whereas learners who believed in FLLS rejected CLLS. In addition, beliefs in difficulty of language learning in general and Chinese learning in particular also led to rejection of CLLS. The model was tested against the results from the student interviews and the model was confirmed. These results demonstrated the role of cultures in shaping learner beliefs, thereby providing insight into teaching practices. The mismatches between learner and teacher beliefs need to be addressed because continued differences could lead to classroom tension and a potential loss of motivation.
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1999 with total page 848 pages. Available in PDF, EPUB and Kindle. Book excerpt:
