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In this book, we try to provide a practical, down-to-earth guide
for those who are involved in language learning and teaching. We
hope that this book will be a useful reading for those who would
like to incorporate higher-order thinking skills (HOTS)-enhancing
techniques in their teaching practice. We set out from the position
that, although it is hardly doubtful that it is at the heart of
education, critical thinking is in reality often not given its due
attention in pedagogy, particularly in language education. This
book offers readers some practical advice on how to implement HOTS
in their own practice. It has been written to take the reader
through each technique with the ultimate goal of promoting HOTS
step-by-step. In the introductory chapter, we present an overview
of the theory behind HOTS, its definition, its relation to Bloom's
Taxonomy, its two dimensions (critical thinking and reflective
thinking), and the ideas of some influential thinkers in this area.
The subsequent chapters present six HOTS-enhancing techniques that
classroom teachers can draw from, namely graphic organizers,
critical discourse analysis, argumentation, emotion regulation and
emotional intelligence enhancing techniques, reflective journals,
and mindfulness-based strategies. As the book draws on a
wide-ranging review of literature with exercises for direct use
with language learners, we hope that this provides both theoretical
and practical support for the teaching process to help language
learners become effective critical thinkers. The compilation of the
ideas in this book took us a long time, over a decade. Something
that takes such a long time requires much engagement and life
experience; so did this book.
One of the most active areas in the field of second language
acquisition, language learning motivation is a burgeoning area of
research. Yet the plethora of new ideas and research directions can
be confusing for newcomers to the discipline to navigate. Offering
concise, bite-size overviews of key contemporary research concepts
and directions, this book provides an invaluable guide to the
contemporary state of the field. Making the discussion of key
topics accessible to a wider audience, each chapter is written by a
leading expert and reflects on cutting-edge research issues. From
well-established concepts, such as engagement and learning goals,
to emerging ideas, including contagion and plurilingualism, this
book provides easy to understand overviews and analysis of key
contemporary themes. Helping readers understand a field which can
appear highly technical and overwhelming, Researching Language
Learning Motivation provides valuable insights, perspectives and
practical applications.
This book defines engagement for the field of language learning and
contextualizes it within existing work on the psychology of
language learning and teaching. Chapters address broad substantive
questions concerned with what engagement is or looks like, and how
it can be theorized for the language classroom; methodological
questions related to the design, measurement and analysis of
engagement in language classrooms and beyond; as well as applied
issues examining its antecedents, factors inhibiting and enhancing
it, and conditions fostering the re-engagement of language learners
who have become disengaged. Through a mix of conceptual and
empirical chapters, the book explores similarities and differences
between motivation and engagement and addresses questions of
whether, how and why learners actually do exert effort, allocate
attention, participate and become involved in tangible language
learning and use. It will serve as an authoritative benchmark for
future theoretical and empirical research into engagement within
the classroom and beyond, and will be of interest to anyone wishing
to understand the unique insights and contributions the topic of
engagement can make to language learning and teaching.
This book brings together contributions from the leaders of the
language learning motivation field. The varied chapters demonstrate
how Gardner's work remains integral to a diverse range of
contemporary theoretical issues underlying the psychology of
language, even today, 60 years after the publication of Gardner and
Lambert's seminal 1959 paper. The chapters cover a wide selection
of topics related to applied linguistics, second language
acquisition, social psychology, sociology, methodology and
historical issues. The book advances thinking on cutting-edge
topics in these diverse areas, providing a wealth of information
for both students and established scholars that show the continuing
and future importance of Gardner and Lambert's ideas.
In this book, we try to provide a practical, down-to-earth guide
for those who are involved in language learning and teaching. We
hope that this book will be a useful reading for those who would
like to incorporate higher-order thinking skills (HOTS)-enhancing
techniques in their teaching practice. We set out from the position
that, although it is hardly doubtful that it is at the heart of
education, critical thinking is in reality often not given its due
attention in pedagogy, particularly in language education. This
book offers readers some practical advice on how to implement HOTS
in their own practice. It has been written to take the reader
through each technique with the ultimate goal of promoting HOTS
step-by-step. In the introductory chapter, we present an overview
of the theory behind HOTS, its definition, its relation to Bloom's
Taxonomy, its two dimensions (critical thinking and reflective
thinking), and the ideas of some influential thinkers in this area.
The subsequent chapters present six HOTS-enhancing techniques that
classroom teachers can draw from, namely graphic organizers,
critical discourse analysis, argumentation, emotion regulation and
emotional intelligence enhancing techniques, reflective journals,
and mindfulness-based strategies. As the book draws on a
wide-ranging review of literature with exercises for direct use
with language learners, we hope that this provides both theoretical
and practical support for the teaching process to help language
learners become effective critical thinkers. The compilation of the
ideas in this book took us a long time, over a decade. Something
that takes such a long time requires much engagement and life
experience; so did this book.
This book defines engagement for the field of language learning and
contextualizes it within existing work on the psychology of
language learning and teaching. Chapters address broad substantive
questions concerned with what engagement is or looks like, and how
it can be theorized for the language classroom; methodological
questions related to the design, measurement and analysis of
engagement in language classrooms and beyond; as well as applied
issues examining its antecedents, factors inhibiting and enhancing
it, and conditions fostering the re-engagement of language learners
who have become disengaged. Through a mix of conceptual and
empirical chapters, the book explores similarities and differences
between motivation and engagement and addresses questions of
whether, how and why learners actually do exert effort, allocate
attention, participate and become involved in tangible language
learning and use. It will serve as an authoritative benchmark for
future theoretical and empirical research into engagement within
the classroom and beyond, and will be of interest to anyone wishing
to understand the unique insights and contributions the topic of
engagement can make to language learning and teaching.
This book provides practical guidance on research methods and
designs that can be applied to Complex Dynamic Systems Theory
(CDST) research. It discusses the contribution of CDST to the field
of applied linguistics, examines what this perspective entails for
research and introduces practical methods and templates, both
qualitative and quantitative, for how applied linguistics
researchers can design and conduct research using the CDST
framework. Introduced in the book are methods ranging from those in
widespread use in social complexity, to more familiar methods in
use throughout applied linguistics. All are inherently suited to
studying both dynamic change in context and interconnectedness.
This accessible introduction to CDST research will equip readers
with the knowledge to ensure compatibility between empirical
research designs and the theoretical tenets of complexity. It will
be of value to researchers working in the areas of applied
linguistics, language pedagogy and educational linguistics and to
scholars and professionals with an interest in second/foreign
language acquisition and complexity theory.
This book provides practical guidance on research methods and
designs that can be applied to Complex Dynamic Systems Theory
(CDST) research. It discusses the contribution of CDST to the field
of applied linguistics, examines what this perspective entails for
research and introduces practical methods and templates, both
qualitative and quantitative, for how applied linguistics
researchers can design and conduct research using the CDST
framework. Introduced in the book are methods ranging from those in
widespread use in social complexity, to more familiar methods in
use throughout applied linguistics. All are inherently suited to
studying both dynamic change in context and interconnectedness.
This accessible introduction to CDST research will equip readers
with the knowledge to ensure compatibility between empirical
research designs and the theoretical tenets of complexity. It will
be of value to researchers working in the areas of applied
linguistics, language pedagogy and educational linguistics and to
scholars and professionals with an interest in second/foreign
language acquisition and complexity theory.
This book brings together contributions from the leaders of the
language learning motivation field. The varied chapters demonstrate
how Gardner's work remains integral to a diverse range of
contemporary theoretical issues underlying the psychology of
language, even today, 60 years after the publication of Gardner and
Lambert's seminal 1959 paper. The chapters cover a wide selection
of topics related to applied linguistics, second language
acquisition, social psychology, sociology, methodology and
historical issues. The book advances thinking on cutting-edge
topics in these diverse areas, providing a wealth of information
for both students and established scholars that show the continuing
and future importance of Gardner and Lambert's ideas.
One of the most active areas in the field of second language
acquisition, language learning motivation is a burgeoning area of
research. Yet the plethora of new ideas and research directions can
be confusing for newcomers to the discipline to navigate. Offering
concise, bite-size overviews of key contemporary research concepts
and directions, this book provides an invaluable guide to the
contemporary state of the field. Making the discussion of key
topics accessible to a wider audience, each chapter is written by a
leading expert and reflects on cutting-edge research issues. From
well-established concepts, such as engagement and learning goals,
to emerging ideas, including contagion and plurilingualism, this
book provides easy to understand overviews and analysis of key
contemporary themes. Helping readers understand a field which can
appear highly technical and overwhelming, Researching Language
Learning Motivation provides valuable insights, perspectives and
practical applications.
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