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Article: Bridging the gap: Motivation in Year One EAP classrooms

TitleBridging the gap: Motivation in Year One EAP classrooms
Authors
KeywordsMotivation
Higher education
Shadow education
Teaching and learning strategies
EAP
Issue Date2013
PublisherUniversity of Hong Kong, English Centre. The Journal's web site is located at http://www2.caes.hku.hk/hkjal/
Citation
Hong Kong Journal of Applied Linguistics, 2013, v. 14 n. 2, p. 83-95 How to Cite?
AbstractMotivation has always been considered an important factor in language learning, and this is particularly crucial for first year undergraduates in the new four-year curriculum. With one year less English learning experience in secondary schools and one more year to study at universities, where English is usually used as a medium of instruction and a lingua franca for international knowledge exchange, this transition can be challenging. To bridge the gap, first year undergraduates are usually required to take courses of English for Academic Purposes (EAP). However, students are usually instrumentally motivated or not motivated at all. Therefore, course developers and teachers play vital roles in developing learners’ L2 learning motivation, and preparing them for further study in their own discipline using English. This paper investigates research in L2 learning motivation and how it can be applied to EAP classrooms to enrich the English learning experience of first year undergraduates. Findings of a study on the English learning experience in secondary school among 14 first year universities through narrative inquiry are highlighted with reference to shadow education (private supplementary tutoring). Practical strategies to motivate students to participate in classroom activities and out-of-class learning are suggested.
Persistent Identifierhttp://hdl.handle.net/10722/187233
ISSN

 

DC FieldValueLanguage
dc.contributor.authorYung, KWHen_US
dc.date.accessioned2013-08-20T12:34:44Z-
dc.date.available2013-08-20T12:34:44Z-
dc.date.issued2013en_US
dc.identifier.citationHong Kong Journal of Applied Linguistics, 2013, v. 14 n. 2, p. 83-95en_US
dc.identifier.issn1028-4435-
dc.identifier.urihttp://hdl.handle.net/10722/187233-
dc.description.abstractMotivation has always been considered an important factor in language learning, and this is particularly crucial for first year undergraduates in the new four-year curriculum. With one year less English learning experience in secondary schools and one more year to study at universities, where English is usually used as a medium of instruction and a lingua franca for international knowledge exchange, this transition can be challenging. To bridge the gap, first year undergraduates are usually required to take courses of English for Academic Purposes (EAP). However, students are usually instrumentally motivated or not motivated at all. Therefore, course developers and teachers play vital roles in developing learners’ L2 learning motivation, and preparing them for further study in their own discipline using English. This paper investigates research in L2 learning motivation and how it can be applied to EAP classrooms to enrich the English learning experience of first year undergraduates. Findings of a study on the English learning experience in secondary school among 14 first year universities through narrative inquiry are highlighted with reference to shadow education (private supplementary tutoring). Practical strategies to motivate students to participate in classroom activities and out-of-class learning are suggested.-
dc.languageengen_US
dc.publisherUniversity of Hong Kong, English Centre. The Journal's web site is located at http://www2.caes.hku.hk/hkjal/-
dc.relation.ispartofHong Kong Journal of Applied Linguisticsen_US
dc.subjectMotivation-
dc.subjectHigher education-
dc.subjectShadow education-
dc.subjectTeaching and learning strategies-
dc.subjectEAP-
dc.titleBridging the gap: Motivation in Year One EAP classroomsen_US
dc.typeArticleen_US
dc.identifier.emailYung, KWH: wyunghku@hku.hken_US
dc.identifier.hkuros216957en_US
dc.identifier.volume14en_US
dc.identifier.issue2en_US
dc.identifier.spage83en_US
dc.identifier.epage95en_US
dc.publisher.placeHong Kong-

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