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Part I Introduction: motivation and the vision of knowing a second language Motivation and the self A visionary motivational programme How this book is structured Part II From implications to application Content selection Sequencing 1 Imaging identity: my Future L2 Self Section 1: Creating the vision Activity 1: Future Alternatives Activity 2: Introduction to Visualisation Activity 3: My Ideal Self Activity 4: Portraits Activity 5: L2 Greetings Activity 6: My Future L2 Self Activity 7: Identity Tree Activity 8: The Self I Can Become Section 2: Substantiating the vision: what is possible Activity 9: Reality Check 1 Activity 10: Reality Check 2 Activity 11: Reality Consensus Activity 12: Dream On! Activity 13: Leaf Rating Activity 14: Vision Revision Section 3: Counterbalancing the vision Activity 15: What If . . . ? Activity 16: What Gets in the Way of Learning? Activity 17: Identifying the Self Barrier Activity 18: Meeting the Self Barrier Activity 19: Filmshots Activity 20: Two Roads Activity 21: Overcoming Obstacles Section 4: Aligning selves Activity 22: Introducing the Ought-to Self Activity 23: The Mom Song Activity 24: The Ought-to Self Song Activity 25: Great Expectations Activity 26: Advice From the Ought-to Self Activity 27: Making Friends with the Ought-to Self Activity 28: Meeting the Mentor Activity 29: The Fourth Man Section 5: Enhancing the vision Activity 30: Future Photo Album Activity 31: Future Self-Portraits Activity 32: Song of My Future Self Activity 33: Fairytale 2 Mapping the journey: from dream to reality Section 1: From vision to goals Activity 34: Wishlists Activity 35: Syllabus Check Activity 36: Aims Poster Activity 37: Personal Goal Statements Activity 38: From Reality Check to Goal Sheet: a Greek Example Activity 39: Base Camps Activity 40: Goal Breakdown Activity 41: Goal Wheels Section 2: From goals to plans Activity 42: Task List Activity 43: Taskmap Activity 44: Mosaic Activity 45: Slicing up the cake Activity 46: Study Plan Section 3: From plans to strategies Activity 47: Work Style Activity 48: Study Habits Activity 49: Time Management Activity 50: Try This! Activity 51: Great Expectations Activity 52. Distraction Reduction Activity 53: Allocating Time Activity 54. Light Fantastic Activity 55: Chill Activity 56. Positive Thinking Activity 57: Favourite Workplace Activity 58: With a Little Help from my Friends Activity 59: Strategies Rap Section 4: From strategies to achievement Activity 60: Study Buddies Activity 61: Study Contracts Activity 62: Rate Yourself Activity 63: Progress Ladders Activity 64: Contract Wall Activity 65: Progress Blog 3 Keeping the vision alive Section 1: Developing identity Identity projects Activity 66: Board Game Activity 67: Letter from My Future Self Activity 68: Future Photo Albums Activity 69: Future Diaries Activity 70: L2 Self Bebo/Facebook Pages Activity 71: `Second Life' Targeted visualisations Activity 72: Goods and Services: In a Restaurant Activity 73: Social: At a Party Activity 74: Work: Job Interview Activity 75: Study and Exams: Giving a Presentation Role models Activity 76: Good Language Learners Activity 77: Interview a Role Model Activity 78: Webquest Activity 79: Role Model Roleplay Self-belief Activity 80: Secret Friends Activity 81: Affirmation Sheets Activity 82: Claim a Compliment! Activity 83: New!! Exciting!! Section 2: Making it real Entering the L2 community Activity 84: Projects: What to Do in . . . Activity 85: Interviews: What do you think of . . .? Activity 86: Community Placements Activity 87: International E-pals Activity 88: Guest Speakers Activity 89: Chat Corner Simulations: let's pretend Activity 90: A Bed for the Night Activity 91: Doing the Shopping Activity 92: Where Can I Get a Cup of Coffee? Activity 93: What's On? Activity 94: Airport Activity 95: Taking It Back Cultural events Activity 96: Film Screenings Activity 97: Foodies Activity 98: Festivals Activity 99: Culture Board Part III From application to implementation Towards a motivational programme Induction module Mapping the journey < Keeping the vision alive Enjoyment of the learning experience Part IV From implementation to research Why do action research? Why not? What is action research? Who should do it? How? Interviewing Interview topics and questions Processing the interview data References
Bringing applied linguistics theory to life in the language classroom - this resource explains clearly and easily for teachers and teacher trainers how to implement motivational theory in their classrooms for learners of all ages and abilities.
Jill Hadfield has worked as a teacher and teacher trainer in Britain, France, China, Tibet, Madagascar and run short courses and seminars for teachers in many other parts of the world. She now teaches on the Certificate and Diploma in Language Teaching, and the BA in English at Unitec New Zealand. She is the author of over 25 books, including the Longman Communication Games series, five books in the Oxford Basics series and Classroom Dynamics. She has also written a course for young learners: Excellent! published by Longman. Two Teacher Education books were published last year: Top Tools for Language Teachers (Pearson) and An Introduction to Teaching English (OUP). She has also written two travel books and a novel. Zoltan Doernyei received his PhD in psycholinguistics from Eoetvoes University, Budapest in 1989 where he then worked for 10 years as a teacher trainer and applied linguist, with his responsibilities also including being Director of Studies of the PhD program in Language Pedagogy. In 1998 he moved to the UK, and he is currently Professor of Psycholinguistics in the School of English Studies, University of Nottingham. He has published over 60 academic papers on various aspects of second language acquisition and language teaching methodology, and is the author of several books