Article published in:
Motivation and Foreign Language Learning: From theory to practice
Edited by David Lasagabaster, Aintzane Doiz and Juan Manuel Sierra
[Language Learning & Language Teaching 40] 2014
► pp. 5169
References

References

Alexander, R.
(2006) Towards dialogic teaching: Rethinking classroom talk (3rd ed.). Cambridge: Dialogos.Google Scholar
Bandura, A., & Schunk, D.
(1981) Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586–598. CrossrefGoogle Scholar
Bardovi-Harlig, K., & Stringer, D.
(2010) Variables in second language attrition: Advancing the state of the art. Studies in Second Language Acquisition, 32(1), 1–45. CrossrefGoogle Scholar
Bradford, A.
(2007) Motivational orientations in under-reserched FLL contexts. RELC Journal, 38, 302–323. CrossrefGoogle Scholar
Carr, W.
(1995) For education: Towards critical educational inquiry. Buckingham: Open University Press.Google Scholar
Chevalier, J.M., & Buckles, D.J.
(2013) Participatory action research: Theory and methods for engaged inquiry. London: Routledge.Google Scholar
Cochran-Smith, M., & Lytle, S.L.
(1993) Inside/outside: teacher research and knowledge. New York NY: Teachers College Press.Google Scholar
Cohen, A.D.
(2011) L2 learner strategies. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning, Vol. II – Part V. Methods and instruction in second language teaching (pp. 681–698). Abingdon: Routledge.Google Scholar
(2013) Strategies: The interface of styles, strategies, and motivation on tasks. In S. Mercer, S. Ryan, & M. Williams (Eds.), Language learning psychology: Research, theory, and pedagogy. Basingstoke: Palgrave Macmillan.Google Scholar
Coyle, D.
(2011a) ITALIC Final Research Report, Investigating Student Gains: Content and Language Integrated Learning. <http://​www​.abdn​.ac​.uk​/italic> (14 May 2013).Google Scholar
(2011b) Innovative Teacher Communities: an investigation in Gaelic medium schools into pupils teacher research analysing classroom practices. Paper presented at SERA conference, November 2011.
(2013) Listening to Learners: An investigation into successful learning across CLIL contexts. International Journal of Bilingual Education and Bilingualism, 16(3), 244–266. CrossrefGoogle Scholar
Dana, N.F., & Yendol-Silva, D.
(2003) The reflective educator’s guide to classroom research: learning to teach and teaching to learn through practitioner inquiry. Thousand Oaks, CA: Corwin Press.Google Scholar
Department for Education and Science
(2002) Languages for all: Languages for life – a strategy for England, the Nuffield Report. London: DFES.Google Scholar
Dooley, M., & Eastman, D.
(Eds.) (2008) How we’re going about it: Teachers’ voices on innovative approaches to teaching and learning languages. Newcastle upon Tyne: Cambridge Scholars.Google Scholar
Dörnyei, Z.
(2000) Motivation in action: towards a process-oriented conceptualisation of student motivation. British Journal of Educational Psychology, 70, 519–38. CrossrefGoogle Scholar
(2002) The motivational base of language learning tasks. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 137–158). Amsterdam: John Benjamins. CrossrefGoogle Scholar
(2007) Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.Google Scholar
(2009) The psychology of second language acquisition. Oxford: Oxford University Press.Google Scholar
Dörnyei, Z., & Otto, I.
(1998) Motivation in action: A process model of L2 motivation. WorkingPapers in Applied Linguistics, 4, 43–69.Google Scholar
Dörnyei, Z., & Ushioda, E.
(2011) Teaching and researching motivation. Harlow: Pearson Education.Google Scholar
Evans, M., & Fisher, L.
(2009) Language learning at Key Stage 3: The impact of the KS3 Modern Languages Framework and changes to the curriculum on provision and practice. HMSO: Department for Children, Schools and Families Final Report Research Report DCSF-RR127. <https://​www​.education​.gov​.uk​/publications/​/eOrderingDownload​/DFE​-RR052​.pdf> (10 June 2011).Google Scholar
Gardner, R.C.
(1985) Social psychology and second language learning: The role of attitudes and motivation. Baltimore, MD: Edward Arnold.Google Scholar
Giugni, M.
(2006) Contemporary Issues in Early Childhood, 7(2), 97–108.Google Scholar
Guilloteaux, M.J., & Dörnyei, Z.
(2008) Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55–77.Google Scholar
Jay, J.K., & Johnson, K.L.
(2002) Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73–85. CrossrefGoogle Scholar
Kain, D.
(2004) Owning significance: the critical incident technique in research. In K. de 
Marrais, & D. Lapan (Eds.), Foundations for research: methods of Inquiry and the social sciences (pp. 69–85). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Lasagabaster, D.
(2011) English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching, 5, 3–18. CrossrefGoogle Scholar
Lewis, A., & Porter, J.
(2007) Research and pupil voice. In L. Florian (Ed.), Handbook of Special Education (pp. 222–232). London: Sage.Google Scholar
Locke, E., & Latham, G.
(2002) Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57, 705–717. CrossrefGoogle Scholar
Lorenzo, F., Casal, S., & Moore, P.
(2010) The effects of content and language integrated learning in European education: key findings from the Andalusian bilingual sections evaluation project. Applied Linguistics, 31(3), 418–442. CrossrefGoogle Scholar
Lewis, T., & Vialleton, E.
(2011) The notions of control and consciousness in learner autonomy and self-regulated learning: A comparison and critique. Innovation in Language Learning and Teaching, 5(2), 205–219. CrossrefGoogle Scholar
McCombs, B., & Marzano, R.J.
(1990) Putting the self in self-regulated learning: The self agent in integrating will and skill. Educational Psychologist, 25(1), 51–69. CrossrefGoogle Scholar
McIntyre, D., Pedder, D., & Ruddock, J.
(2005) Pupil voice: Comfortable and uncomfortable learnings for teachers. Research Papers in Education, 20(2), 149–168. CrossrefGoogle Scholar
Mercer, N.
(2000) Words and minds: How we use language to think together. London: 
Routledge. CrossrefGoogle Scholar
Mercer, N. & Littleton, K.
(2007) Dialogue and the development of children’s thinking: A sociocultural approach. London: Routledge.Google Scholar
Noels, K.A., Pelletier, L.G., Clément, R., & Vallerand, R.J.
(2000) Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50, 57–85. CrossrefGoogle Scholar
Norton, B.
(2000) Identity and language learning: Gender, ethnicity and educational change. Harlow: Longman.Google Scholar
Oxford, R.L.
(2000) Language learning strategies for ESL and EFL: A synthesis of theory and research. In R. Carter, & D. Nunan (Eds.), English language teaching handbook. 
Cambridge: Cambridge University Press.Google Scholar
Pae, T.-I.
(2008) Second language orientation and self-determination theory. A structural analysis of the factors affecting second language achievement. Journal of Language and Social Psychology, 27, 5–27. CrossrefGoogle Scholar
Pizzolato, J.E.
(2006) Achieving college student possible selves: navigating the space between commitment and achievement of long-term activity goals. Cultural Diversity and Ethnic Minority Psychology,12(1), 57–69. CrossrefGoogle Scholar
Phelps, L.
(1991) Practical wisdom and the geography of knowledge in composition. College English, 53(8), 399–422.Google Scholar
Ryan, R.M., & Deci, E.L.
(2002) Overview of self-determination theory: An organismic dialectical perspective. In E.L. Deci & R.M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33). Rochester, NY: University of Rochester Press.Google Scholar
Seikkula-Leino, J.
(2007) CLIL learning: Achievement levels and affective factors. Language and Education, 21(4), 328–341. CrossrefGoogle Scholar
Sierra, J.M.
(2011) CLIL and project work: Contributions from the classroom. In Y. Ruiz de Zarobe, J.M. Sierra, & F. Gallardo del Puerto (Eds.), Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts (pp. 211–239). Bern: Peter Lang.Google Scholar
Simons, H., Kushner, S., Jones, K., & James, D.
(2003) From evidence-based practice to practice-based evidence: the idea of situated generalisation. Research Papers in Education, 18(4), 347–364. CrossrefGoogle Scholar
Stelfox, K.
(2008) Pupil Gains: a contested concept. Unpublished presentation at the University of Aberdeen seminar on STNE 18.09.2008. <http://​www​.abdn​.ac​.uk​/stne​/index​.php​?id​= 24​&top​=5> (18 December 2012).Google Scholar
Todd, E.S.
(2007) Partnerships for inclusive education: A critical approach to collaborative working. London: Routledge Monographs.Google Scholar
Tripp, D.
(2012) Critical Incident Technique, developing professional judgement. London: Routledge.Google Scholar
Ushioda, E.
(2001) Language learning at university: Exploring the role of motivational thinking. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 93–125). Honolulu, HI: University of Hawaii Press.Google Scholar
(2003) Motivation as a socially mediated process. In D. Little, J. Ridley, & E. Ushioda (Eds.), Learner autonomy in the foreign language classroom: Teacher, learners, curriculum and assessment (pp. 90–120). Dublin: Authentik.Google Scholar
(2007) Motivation, autonomy and socio-cultural theory. In P. Benson (Ed.), Learner autonomy 8: Teacher and learner perspectives (pp. 5–24). Dublin: Authentik.Google Scholar
(2010) Motivation and SLA: bridging the gap. EUROSLA Yearbook, 10, 5–20. CrossrefGoogle Scholar
(2013) Motivation, autonomy and meta-cognition: exploring their interactions. Paper presented at the UPV/EHU Symposium on Motivation in the L2 Classroom: From Theory to Practice, 10. May 2013.
van Lier, L.
(1996) Interaction in the language curriculum: awareness, autonomy and authenticity. Applied Linguistics and Language Study Series. London: Longman.Google Scholar
Vandergrift, L.
(2005) Relationships among motivation orientations, meta-cognitive awareness and proficiency in L2 listening. Applied Linguistics, 26(1), 70–89. CrossrefGoogle Scholar
Wegerif, R., & Mercer, N.
(1997) A dialogical framework for investigating talk. In R. Wegerif & P. Scrimshaw (Eds.), Computers and Talk in the Primary Classroom (pp. 49–65). Clevedon: Multilingual Matters.Google Scholar
Wegerif, R.
(2006) Towards a dialogic understanding of the relationship between teaching thinking and CSCL. International Journal of Computer Supported Collaborative Learning, 1, 143–157. CrossrefGoogle Scholar
(2011) Towards a dialogic theory of how children learn to think. Thinking skills and creativity. Crossref (18 December 2012).
Wells, G.
(1999a) Dialogic inquiry: Towards a socio-cultural practice and theory of education. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
(1999b) Towards a sociocultural practice and theory of education. Cambridge: 
Cambridge University Press. CrossrefGoogle Scholar
Williams, M., & Burden, R.
(1997) Psychology for language teachers. Cambridge: Cambridge University Press.Google Scholar
Cited by

Cited by 1 other publications

Ruiz de Zarobe, Yolanda & Do Coyle
2015. Towards new learning partnerships in bilingual educational contexts – raisinglearner awarenessand creating conditions forreciprocityandpedagogic attention. International Journal of Multilingualism 12:4  pp. 471 ff. Crossref logo

This list is based on CrossRef data as of 27 february 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.