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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.
Zoltán Dörnyei received his PhD in psycholinguistics from Eötvös 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
Table of Contents
PART 1. INTRODUCTION: MOTIVATION AND THE VISION OF KNOWING A SECOND LANGUAGE
Motivation and the self
Ideal selves, ought-to selves and the L2 Motivational Self System
Conditions for the motivating capacity of vision
A visionary motivational programme
How this book is structured
PART 2. FROM IMPLICATIONS TO APPLICATION
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: Fairy Tale
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
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’
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
Activity 76: Good Language Learners
Activity 77: Interview a Role Model
Activity 78: Webquest
Activity 79: Role Model Roleplay
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: Foodies
Activity 93: Where Can I Get a Cup of Coffee?
Activity 94: What’s On?
Activity 95: Airport
Activity 96: Taking It Back
Activity 97: Film Screenings
Activity 98: Foodies
Activity 99: Festivals
Activity 100: Culture Board
PART 3. FROM APPLICATION TO IMPLEMENTATION
Towards a Motivational Programme
A ‘full’ programme
A time-constrained programme
Mapping the Journey
Establishing short-term goals, identifying tasks and drawing up study plans
Making contracts and affirming progress
Keeping the Vision Alive
Enjoyment of the Learning Experience
PART 4. FROM IMPLEMENTATION TO RESEARCH
Why do action research?
What is action research?
Who should do it?
Interview topics and questions
Processing the interview data