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E-grāmata: Autonomy Support Beyond the Language Learning Classroom: A Self-Determination Theory Perspective

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Through the application of self-determination theory (SDT) to research and practice, this book deepens our understanding of how autonomous language learning can be supported and understood outside of the classroom. The chapters deal with learning environments and open spaces, communities and relationships, and advising and self-access.



Through the application of self-determination theory (SDT) to research and practice, this book deepens our understanding of how autonomous language learning can be supported and understood within environments outside of the classroom. Theoretical, empirical and practice-focused chapters examine autonomy support in a range of contexts and settings, dealing with learning environments and open spaces, communities and relationships, and advising and self-access language learning. They reveal what occurs beyond the classroom, how socializing agents support autonomous motivation and wellness, and how SDT can enhance our understanding of supporting language learner autonomy. It will be of interest to language teachers, university lecturers and learning advisors who are providing support outside the classroom, as well as to graduate students and researchers who are working in the fields of applied linguistics and TESOL.

Recenzijas

This is the most authoritative book yet applying self-determination theory to language learning. Chapters written by top practitioners and expert researchers provide ideas on how to motivate language students both in and out of the classroom. An incredible resource for language teachers and for educators more generally. * Richard M. Ryan, Australian Catholic University, Australia * This volume provides rich insights into how students can be supported in their language learning beyond the classroom. It uses self-determination theory as a valuable conceptual lens to deepen our understanding of language learner autonomy, and of the relationship between the individual and the (social) environment. The book is an excellent resource for all those involved in supporting and researching language learners beyond the classroom. * Ema Ushioda, University of Warwick, UK * This compilation of theoretical and empirical articles is a much-needed contribution, insofar as it seeks to find solutions to dealing with changing language learning scenarios. * David Rixham, EFL Teacher, White Rose, Spain, IATEFL Voices, Issue 289 *

Papildus informācija

Sheds new light on the underexplored area of supporting language learning outside traditional classroom settings
Tables and Figures
vii
Contributors ix
Introduction: Autonomy Support Beyond the Language Learning Classroom: A Self-Determination Theory Perspective 1(12)
Jo Mynard
Scott J. Shelton-Strong
Part 1 Theoretical Underpinnings
1 A Brief but Comprehensive Overview of Self-Determination Theory
13(18)
Johnmarshall Reeve
2 What It Means to `Take Ownership over One's Own Learning' in a Self-Determination Theory Analysis
31(16)
Johnmarshall Reeve
Part 2 Autonomy Support in Learning Environments and Open Spaces
3 Understanding the Inner Motivational Resources of Language Learners' Out-of-Class Technology Use for Language Learning
47(22)
Ali Dincer
Tuba Isik
4 Vietnamese EFL Students' Out-of-Classroom Motivation Viewed through Self-Determination Theory
69(22)
Xuan Hoang
Alice Chik
Ruth French
Sue Ollerhead
5 Autonomy-Supportive Online EFL Writing: A Self-Determination Theory Perspective
91(18)
Yanling Li
Jiaxiu Zhang
Pingying Hu
6 Creating Social Learning Opportunities Outside the Classroom: How Interest-based Learning Communities Support Learners' Basic Psychological Needs
109(24)
Satoko Watkins
Part 3 Autonomy Support in Communities and Relationships
7 Self-Determined Motivation in Language Learning Beyond the Classroom: Interpersonal, Intergroup and Intercultural Processes
133(16)
Mustafa Firat
Kimberly A. Noels
Nigel Mantou Lou
8 The Quality of Our Connections Matters: Relationships Motivation Theory in Independent Language Learning
149(15)
W.L. Quint Oga-Baldwin
9 Establishing High-Quality Relationships through a Mentoring Programme: Relationships Motivation Theory
164(21)
Satoko Kato
Part 4 Autonomy Support in Advising and Self-Access for Language Learning
10 Facilitating an Autonomy-Supportive Learning Climate: Advising in Language Learning and Basic Psychological Needs
185(21)
Scott J. Shelton-Strong
Maria Giovanna Tassinari
11 Mindfulness and Advising in Language Learning: A Self-Determination Theory Perspective
206(18)
Micol Beseghi
12 Reimagining the Self-Access Centre as a Place to Thrive
224(18)
Jo Mynard
Conclusion: Where to Go from Here? 242(17)
Scott J. Shelton-Strong
Index 259
Jo Mynard is a Professor, Director of the Self-Access Learning Center and Director of the Research Institute for Learner Autonomy Education at Kanda University of International Studies, Japan. She is the lead author of Dynamics of a Social Language Learning Community: Beliefs, Membership and Identity (2020, Multilingual Matters).





Scott J. Shelton-Strong is a Learning Advisor and Lecturer at Kanda University of International Studies, Japan. His research focuses on advising in language learning, self-determination theory, reflection as autonomy support, emotions in language learning and the connections which interlink these to learner well-being and engagement.
Biežāk uzdotie jautājumi par e-grāmatām Biežāk uzdotie jautājumi par e-grāmatām
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