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Item Details
| Title:
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IDENTITY, MOTIVATION AND AUTONOMY IN LANGUAGE LEARNING
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| By: |
Garold Murray (Editor), Xuesong Gao (Editor), Terry Lamb (Editor) |
| Format: |
Hardback |
| List price:
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£99.95 |
| Our price: |
£84.96 |
| Discount: |
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| You save:
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£14.99 |
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| ISBN 10: |
1847693733 |
| ISBN 13: |
9781847693730 |
| Availability: |
Reprinting. This item may be subject to delays or cancellation.
 Delivery
rates
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| Stock: |
Currently 0 available |
| Publisher: |
CHANNEL VIEW PUBLICATIONS LTD |
| Pub. date: |
1 April, 2011 |
| Series: |
Second Language Acquisition |
| Pages: |
280 |
| Description: |
In this volume researchers from Asia, Europe, the Middle East, North America, and South America employ a variety of theoretical perspectives and methodological approaches in order to investigate the links between identity, motivation, and autonomy in language learning. |
| Synopsis: |
In this volume researchers from Asia, Europe, the Middle East and North and South America employ a variety of theoretical perspectives and methodological approaches in their exploration of the links between identity, motivation, and autonomy in language learning. On a conceptual level the authors explore issues related to agency, metacognition, imagination, beliefs, and self. The book also addresses practice in classroom, self-access, and distance education contexts, considering topics such as teachers' views on motivation, plurilingual learning, sustaining motivation in distance education, pop culture and gaming, study abroad, and the role of agency and identity in the motivation of pre-service teachers. The book concludes with a discussion of how an approach which sees identity, motivation, and autonomy as interrelated constructs has the potential to inform theory, practice and future research directions in the field of language teaching and learning. |
| Publication: |
UK |
| Imprint: |
Multilingual Matters |
| Returns: |
Returnable |
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Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
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