Student Motivation in English-Medium Instruction
Empirical Studies in a Japanese University
Seiten
2022
Routledge (Verlag)
978-0-367-69049-6 (ISBN)
Routledge (Verlag)
978-0-367-69049-6 (ISBN)
This book explores Japanese students’ learning experiences and challenges in English medium instruction (EMI) from motivational perspectives. It will be useful to anyone involved in motivation, language learning or EMI research, pedagogy or practice.
This book explores Japanese students’ learning experiences and challenges in English medium instruction (EMI) from
motivational perspectives. Using self-determination theory (SDT) as the framework, the first part reveals a lack of the three psychological needs of SDT (autonomy, competence, relatedness) that cause loss of students’ initial interest in learning English language and content. The author outlines pedagogical interventions that can be implemented in order to make the learning environment better. The second half of the book shows the effects these interventions had on the fulfillment of the three psychological needs, especially perceived relatedness and autonomy. In conclusion, the author focuses on the importance of listening to Japanese students’ voices and building a community that can motivate students, thus maximizing the pedagogical effectiveness of EMI. This volume will be useful to anyone involved in motivation, language learning or EMI research, pedagogy or practice.
This book explores Japanese students’ learning experiences and challenges in English medium instruction (EMI) from
motivational perspectives. Using self-determination theory (SDT) as the framework, the first part reveals a lack of the three psychological needs of SDT (autonomy, competence, relatedness) that cause loss of students’ initial interest in learning English language and content. The author outlines pedagogical interventions that can be implemented in order to make the learning environment better. The second half of the book shows the effects these interventions had on the fulfillment of the three psychological needs, especially perceived relatedness and autonomy. In conclusion, the author focuses on the importance of listening to Japanese students’ voices and building a community that can motivate students, thus maximizing the pedagogical effectiveness of EMI. This volume will be useful to anyone involved in motivation, language learning or EMI research, pedagogy or practice.
Naoko Kojima is Associate Professor of Applied Linguistics at Ritsumeikan University, Osaka, Japan.
1. Introduction 1. Why Motivation in EMI? 3. Two Faces of EMI Motivation: Learning English and Content 4. How do Japanese Students Feel in EMI Classrooms? 5. Pedagogical Interventions to Support Motivational Change in EMI 6. The Importance of Community in Enhancing Student Motivation 7. Conclusion
| Erscheinungsdatum | 07.09.2022 |
|---|---|
| Reihe/Serie | Routledge Focus on English-Medium Instruction in Higher Education |
| Zusatzinfo | 19 Tables, black and white; 6 Line drawings, black and white; 6 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 138 x 216 mm |
| Gewicht | 360 g |
| Themenwelt | Schulbuch / Wörterbuch |
| Geisteswissenschaften ► Psychologie ► Allgemeine Psychologie | |
| Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie | |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Anglistik / Amerikanistik | |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Literaturwissenschaft | |
| Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung | |
| ISBN-10 | 0-367-69049-7 / 0367690497 |
| ISBN-13 | 978-0-367-69049-6 / 9780367690496 |
| Zustand | Neuware |
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