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The Impact of Out-of-School Factors on Motivation to Learn English: Self-Discrepancies, Beliefs, and Experiences of Self-Authenticity
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Henry, Alastair; Cliffordson, Christina – Applied Linguistics, 2017
English is today learnt in multitudes of settings worldwide, making it difficult to characterize relationships between motivation and context in generalized terms (Ushioda 2013). In settings where students have extensive encounters with English outside school, a reluctance to invest effort in formal learning has been observed. To investigate ways…
Descriptors: Learning Motivation, English (Second Language), Second Language Learning, Informal Education
The Motivational Effects of Crosslinguistic Awareness: Developing Third Language Pedagogies to Address the Negative Impact of the L2 on the L3 Self-Concept
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Henry, Alastair – Innovation in Language Learning and Teaching, 2014
Learning a third language (TL) brings with it particular pedagogical demands. In the pedagogy of TL learning now emerging, the development of students' metalinguistic and crosslinguistic awareness is of central importance. In particular, emphasis is placed on the benefits of cross-referencing with supporter languages. While comparisons with…
Descriptors: Metalinguistics, Self Concept, Teaching Methods, Second Language Learning
Young Learners and Multilingualism: A Study of Learner Attitudes before and after the Introduction of a Second Foreign Language to the Curriculum
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Henry, Alastair; Apelgren, Britt Marie – System: An International Journal of Educational Technology and Applied Linguistics, 2008
Whilst adults in Sweden place great importance on communicative competence in English, interest in learning other FLs and support for multilingualism are low. This is mirrored in the attitudes of pupils in compulsory and post-compulsory education, where English is a popular subject but opt-out and drop-out rates for FLs are high. Whilst…
Descriptors: Student Attitudes, Second Language Learning, Self Concept, Language Attitudes