Directed Motivational Currents and Language Education: Exploring Implications for Pedagogy
- Submitting institution
-
University of Nottingham, The
- Unit of assessment
- 27 - English Language and Literature
- Output identifier
- 4920401
- Type
- A - Authored book
- DOI
-
-
- Publisher
- Multilingual Matters
- ISBN
- 9781788928847
- Open access status
- -
- Month of publication
- September
- Year of publication
- 2020
- URL
-
-
- Supplementary information
-
-
- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- Yes
- Number of additional authors
-
0
- Research group(s)
-
-
- Proposed double-weighted
- Yes
- Double-weighted statement
- Directed Motivational Currents and Language Education: Exploring Implications for Pedagogy, a 272-page monograph, is the product of 4 years’ work. It investigates first the wider relevance and generalisability of DMC theory worldwide, and then how DMC theory might be ‘put to work’ for the motivational (and other) benefits of language learners in instructed contexts. The monograph thus foregrounds both theoretical and applied (pedagogical) concerns, and aims to be relevant to educators across disciplines by contributing new knowledge to the study of DMCs and developing an agenda for future research.
- Reserve for an output with double weighting
- No
- Additional information
- Part 1 (pp. 1-65) partially summarises and cites 'Motivational currents in language learning: Frameworks for focused interventions' (also returned in this REF cycle). The remainder of the monograph presents two new studies: a) it analyses the frequency of DMCs using an online survey and b) it investigates how DMCs can be consciously induced in a classroom based intervention study
- Author contribution statement
- -
- Non-English
- No
- English abstract
- -
