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Author: Taewoong Kim Publisher: Multilingual Matters Limited ISBN: 9781800412415 Category : Education Languages : en Pages : 0
Book Description
"This book explores the reasons why adult ESL learners drop out of their language classes and suggests explicit strategies for keeping students engaged. The most effective strategies may be personal rather than technical or curricular"--
Author: Taewoong Kim Publisher: Multilingual Matters Limited ISBN: 9781800412415 Category : Education Languages : en Pages : 0
Book Description
"This book explores the reasons why adult ESL learners drop out of their language classes and suggests explicit strategies for keeping students engaged. The most effective strategies may be personal rather than technical or curricular"--
Author: Taewoong Kim Publisher: Channel View Publications ISBN: 1800412428 Category : Social Science Languages : en Pages : 148
Book Description
This book explores the reasons why adult ESL learners drop out of their language classes and suggests explicit strategies for keeping students engaged. The most effective strategies may be personal rather than technical or curricular. Based on a study of a group of Mexican immigrants to the US, the author proposes that superación or ‘self-actualization’ is crucial to understanding the relative success of adult ESL learners. Learners’ decisions to drop out were not hasty or superficial but were based on a commonsense assessment concerning how the class might improve the quality of their lives. Those involved in delivering ESL to adult learners should stress the tangible, practical advantages that accrue with learning English, and at the same time strive to make instruction relevant.
Author: Merek Evan Lipson Publisher: ISBN: 9781267679031 Category : English language Languages : en Pages : 134
Book Description
"Prior research into English as a second language (ESL) has largely focused on barriers and poor performance rather than success and high achievement (e.g., Buttaro, 2004). This study explored demographic and motivational characteristics associated with high achievement among a diverse group of adult immigrant ESL students at a community college in northern California. Using quantitative data from a survey and qualitative data from interviews, results from high achieving and medium achieving students were compared. The study found that the high achievers had stronger self-efficacy and were more integratively, extrinsically, and intrinsically motivated to learn English than the medium achievers, although the margins of difference were small. Results may support better understanding of high achievement factors by ESL teachers, administrators, and curriculum designers and help them encourage greater achievement by lower performing students. Limitations of scope and methodology suggest that further research is warranted." -- Abstract, p. 1.
Author: Bernard Weiner Publisher: Springer Science & Business Media ISBN: 1461249481 Category : Psychology Languages : en Pages : 419
Book Description
For a long time I have had the gnawing desire to convey the broad motivational sig nificance of the attributional conception that I have espoused and to present fully the argument that this framework has earned a rightful place alongside other leading theories of motivation. Furthermore, recent investigations have yielded insights into the attributional determinants of affect, thus providing the impetus to embark upon a detailed discussion of emotion and to elucidate the relation between emotion and motivation from an attributional perspective. The presentation of a unified theory of motivation and emotion is the goal of this book. My more specific aims in the chapters to follow are to: 1) Outline the basic princi ples that I believe characterize an adequate theory of motivation; 2) Convey what I perceive to be the conceptual contributions of the perspective advocated by my col leagues and me; 3) Summarize the empirical relations, reach some definitive con clusions, and point out the more equivocal empirical associations based on hypotheses derived from our particular attribution theory; and 4) Clarify questions that have been raised about this conception and provide new material for still further scrutiny. In so doing, the building blocks (if any) laid down by the attributional con ception will be readily identified and unknown juries of present and future peers can then better determine the value of this scientific product.
Author: Zoltán Dörnyei Publisher: Cambridge University Press ISBN: 0521790298 Category : English language Languages : en Pages : 8
Book Description
The book takes a pratical approach to teaching motivational strategies in the language classroom, and gives the teacher 35 motivational strategies that they can use with language learners.
Author: Carlos J. Ovando Publisher: McGraw-Hill Humanities/Social Sciences/Languages ISBN: Category : Education Languages : en Pages : 550
Book Description
Demographic predictions are that students with close connections to their bilingual/bicultural heritages (now labeled “language minority students” by the federal government) will be very large in number in the near future, becoming the majority in many states over the next three decades. The authors feel it is the responsibility of all educators, not just specialists, to prepare themselves to work with language minority students. This time-tested classic text (not an edited volume) integrates theory and practice and provides comprehensive coverage of bilingual and ESL issues. The text integrates the fields of ESL, bilingual, and multicultural education and provides rich examples of effective practices and their underlying research knowledge base and provides an extremely clear and balanced overview of research on teaching in multilingual and multicultural contexts
Author: Malcolm S. Knowles Publisher: Routledge ISBN: 1000072894 Category : Business & Economics Languages : en Pages : 407
Book Description
How do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes? These were the questions at the heart of Malcolm Knowles’ pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centred approach to learning have been hugely influential and are still the basis of the learning practices we use today. Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve. The 9th edition of The Adult Learner has been revised to include: Updates to the book to reflect the very latest advancements in the field. The addition of two new chapters on diversity and inclusion in adult learning, and andragogy and the online adult learner. An updated supporting website. This website for the 9th edition of The Adult Learner will provide basic instructor aids including a PowerPoint presentation for each chapter. Revisions throughout to make it more readable and relevant to your practices. If you are a researcher, practitioner, or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning you should not be without.
Author: United States. Congress. Senate. Committee on Labor and Human Resources. Subcommittee on Labor Publisher: ISBN: Category : Employee fringe benefits Languages : en Pages : 822
Author: Taewoong Kim
Author: Taewoong Kim
Author: Taewoong Kim
Author: Merek Evan Lipson
Author: 
Author: Bernard Weiner
Author: Zoltán Dörnyei
Author: Stephen D. Krashen
Author: Carlos J. Ovando
Author: Malcolm S. Knowles
Author: United States. Congress. Senate. Committee on Labor and Human Resources. Subcommittee on Labor