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Article: Getting interested: Developing a sustainable source of motivation to learn a new language at school

TitleGetting interested: Developing a sustainable source of motivation to learn a new language at school
Authors
KeywordsInterest
Motivations
Language learning
Second language learning
Foreign language learning
Issue Date2019
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/system
Citation
System, 2019, v. 86, p. article no. 102120 How to Cite?
AbstractThis review positions current conceptions of interest and its development as a critical and (importantly) sustainable source of motivation for learning a new language across formal education. We begin with the gap in our understanding of motivation to learn a new language generated by the longstanding dominance of applied linguistics identity/socio- cultural theoretical frameworks in school learning environments. The Four-Phase Model (Hidi & Renninger, 2006), and an extension with specific relevance for the highly struc- tured nature of formal education, is reviewed and implications for second and foreign language learning classrooms are drawn. This review concludes with future directions for interested language learning researchers and essential first steps for instructors seeking to support the initiation and continued development of students’ interest in their langua- gelearning classrooms.
Persistent Identifierhttp://hdl.handle.net/10722/280282
ISSN
2017 Impact Factor: 1.547
2015 SCImago Journal Rankings: 0.703

 

DC FieldValueLanguage
dc.contributor.authorFryer, LK-
dc.date.accessioned2020-01-21T11:51:09Z-
dc.date.available2020-01-21T11:51:09Z-
dc.date.issued2019-
dc.identifier.citationSystem, 2019, v. 86, p. article no. 102120-
dc.identifier.issn0346-251X-
dc.identifier.urihttp://hdl.handle.net/10722/280282-
dc.description.abstractThis review positions current conceptions of interest and its development as a critical and (importantly) sustainable source of motivation for learning a new language across formal education. We begin with the gap in our understanding of motivation to learn a new language generated by the longstanding dominance of applied linguistics identity/socio- cultural theoretical frameworks in school learning environments. The Four-Phase Model (Hidi & Renninger, 2006), and an extension with specific relevance for the highly struc- tured nature of formal education, is reviewed and implications for second and foreign language learning classrooms are drawn. This review concludes with future directions for interested language learning researchers and essential first steps for instructors seeking to support the initiation and continued development of students’ interest in their langua- gelearning classrooms.-
dc.languageeng-
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/system-
dc.relation.ispartofSystem-
dc.subjectInterest-
dc.subjectMotivations-
dc.subjectLanguage learning-
dc.subjectSecond language learning-
dc.subjectForeign language learning-
dc.titleGetting interested: Developing a sustainable source of motivation to learn a new language at school-
dc.typeArticle-
dc.identifier.emailFryer, LK: fryer@hku.hk-
dc.identifier.authorityFryer, LK=rp02148-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.system.2019.102120-
dc.identifier.scopuseid_2-s2.0-85071358784-
dc.identifier.hkuros308931-
dc.identifier.volume86-
dc.identifier.spagearticle no. 102120-
dc.identifier.epagearticle no. 102120-
dc.publisher.placeUnited Kingdom-

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