BibTex RIS Kaynak Göster
Yıl 2016, Cilt: 1 Sayı: 1, 20 - 32, 15.01.2016
https://doi.org/10.32959/tojelt.229303

Öz

Kaynakça

  • Bambirra, M. R. A. (2009). Desenvolvendo a autonomia pelas trilhas da motivação, autoestima e identidade: uma experiência reflexiva. Graduate Program in Linguistic Studies (Doctoral Dissertation). Federal University of Minas Gerais, Brazil.
  • de Bot, K., Lowie, W., Thorne, S. L. & Verspoor, M. (2013). Dynamic systems theory as a theory of second language development. In M. Mayo, M. Gutierrez-Mangado & M. Adrián (Eds.). Contemporary Approaches to second language acquisition. (pp. 199-220). Amsterdam: John Benjamins.
  • Dörnyei, Z. (2001). Motivation to learn a foreign/second language. In Z. Dörnyei. Teaching and researching motivation. (pp. 46-100). Harlow: Longman.
  • Dörnyei, Z. (2014). Researching complex dynamic systems: 'retrodictive qualitative modelling' in the language classroom. Language Teaching, 47, 80-91.
  • Dörnyei, Z. & Ushioda, E. (2009). Motivation, language Identities and the L2 self: future research directions. In Z. Dörnyei & E. Ushioda (Eds.). Motivation, language identity and the L2 self. (pp. 350-356). Bristol, UK: Multilingual Matters.
  • Dörnyei, Z. & Ushioda, E. (2012). Motivation. Retrieved from:
  • http://www.zoltandornyei.co.uk/uploads/2012-ushioda-dornyei-rhsla.pdf
  • Hiver, P. (2015). Attractor states. In Z. Dörnyei, P. MacIntyre & A. Henry (Eds.) Motivational dynamics in language learning. Bristol, UK: Multilingual Matters.
  • Lamb, M. & Wedell, M. (2013). Inspiring English teachers: a comparative study of learner perceptions of inspirational teaching. ELT Research Papers, University of Leeds. 13 (3). London: British Council.
  • Lima, C. V. A. (2014). "Eu faço o que posso": experiências, agência e complexidade no ensino de língua inglesa. Graduate Program in Linguistic Studies (Doctoral Dissertation). Federal University of Minas Gerais, Brazil.
  • Mercer, S. (2013). Towards a complexity-informed pedagogy for language learning. Revista Brasileira de Linguística Aplicada. UFMG-Brasil. 13 (2), 375-398.
  • Miccoli, L. S. (1997). Learning English as a foreign language in Brazil: a joint investigation of learning experiences in a university classroom or going to the depth of learners’ classroom experiences. (Doctoral Dissertation) – Graduate Department of Education, University of Toronto.
  • Miccoli, L. S. (2007). Experiências de professores no ensino de língua inglesa: uma categorização com implicações para o ensino e a pesquisa. Linguagem & Ensino, 10, 47-86.
  • Miccoli, L. S. (2010). Ensino e aprendizagem de inglês: experiências, desafios e possibilidades. Campinas: Pontes Editores.
  • Miccoli, L. S. (2011). O ensino na escola pública pode funcionar, desde que... In C. D. Lima (Org.) Inglês em escolas públicas não funciona? (pp. 171-184). São Paulo: Parábola Editorial.
  • Miccoli, L. S. (2013). Aproximando teoria e prática para professores de línguas estrangeiras. Belo Horizonte: Fino Traço.
  • Miccoli, L. (2014a). (Org.). Pesquisa experiencial em contextos de aprendizagem: uma teoria em evolução. (1st ed). Campinas: Pontes Editores, v. 8.
  • Miccoli, L. (2014b). Prefácio da Organizadora. In L. Miccoli. (Org.) Pesquisa experiencial em contextos de aprendizagem: uma teoria em evolução. (1st ed). Campinas: Pontes Editores, v. 8.
  • Miccoli, L. S. & Lima, C. V. A. (2012). Experiências em sala de aula: evidência empírica da complexidade no ensino e aprendizagem de LE. Revista Brasileira de Linguística Aplicada, 12 (1), 49-72.
  • Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In: Z. Dörnyei & E. Ushioda. (Eds.). Motivation, language identity and the L2 self. (pp. 215-228). Bristol, UK: Multilingual Matters.
  • Waninge, F., Dörnyei, Z. & de Bot, K. (2014). Motivational dynamics in language learning: change, stability and context. The Modern Language Journal, 98 (3), 704-723.

A Snapshot of Signature Dynamics in An English Class in Brazil: From a Motivational Attractor Basin Towards An Attractor State

Yıl 2016, Cilt: 1 Sayı: 1, 20 - 32, 15.01.2016
https://doi.org/10.32959/tojelt.229303

Öz

Considering the dynamic nature of the foreign language acquisition process, it seems that some components of the learning experience are competing motivational forces that directly influence the teaching and learning outcomes within the relational context of the English class. As the behavior of a complex system is by definition unpredictable and random, documenting nonlinear changes - its signature dynamics, is considered a possible way of researching it. In this perspective, this article aims to outline motivational signature dynamics of an English class using the retrodictive qualitative modelling. Firstly, the teacher's class plan plus the information from a semi-structured interview were used to recover most of the initial motivational conditions of the system - its attractor basin. After that, from the teacher’s description of this class, it was possible to study the ecology of the teaching experience in interrelation with the students’ motivation. An outline of a motivational change in the system state seems to indicate one of the system’s possible attractor state. This result demonstrates that it is possible to document signature dynamics by properly eliciting and exploring the teaching experience.

Keywords: signature dynamics, attractor basin, attractor state, classroom experiences

 

Kaynakça

  • Bambirra, M. R. A. (2009). Desenvolvendo a autonomia pelas trilhas da motivação, autoestima e identidade: uma experiência reflexiva. Graduate Program in Linguistic Studies (Doctoral Dissertation). Federal University of Minas Gerais, Brazil.
  • de Bot, K., Lowie, W., Thorne, S. L. & Verspoor, M. (2013). Dynamic systems theory as a theory of second language development. In M. Mayo, M. Gutierrez-Mangado & M. Adrián (Eds.). Contemporary Approaches to second language acquisition. (pp. 199-220). Amsterdam: John Benjamins.
  • Dörnyei, Z. (2001). Motivation to learn a foreign/second language. In Z. Dörnyei. Teaching and researching motivation. (pp. 46-100). Harlow: Longman.
  • Dörnyei, Z. (2014). Researching complex dynamic systems: 'retrodictive qualitative modelling' in the language classroom. Language Teaching, 47, 80-91.
  • Dörnyei, Z. & Ushioda, E. (2009). Motivation, language Identities and the L2 self: future research directions. In Z. Dörnyei & E. Ushioda (Eds.). Motivation, language identity and the L2 self. (pp. 350-356). Bristol, UK: Multilingual Matters.
  • Dörnyei, Z. & Ushioda, E. (2012). Motivation. Retrieved from:
  • http://www.zoltandornyei.co.uk/uploads/2012-ushioda-dornyei-rhsla.pdf
  • Hiver, P. (2015). Attractor states. In Z. Dörnyei, P. MacIntyre & A. Henry (Eds.) Motivational dynamics in language learning. Bristol, UK: Multilingual Matters.
  • Lamb, M. & Wedell, M. (2013). Inspiring English teachers: a comparative study of learner perceptions of inspirational teaching. ELT Research Papers, University of Leeds. 13 (3). London: British Council.
  • Lima, C. V. A. (2014). "Eu faço o que posso": experiências, agência e complexidade no ensino de língua inglesa. Graduate Program in Linguistic Studies (Doctoral Dissertation). Federal University of Minas Gerais, Brazil.
  • Mercer, S. (2013). Towards a complexity-informed pedagogy for language learning. Revista Brasileira de Linguística Aplicada. UFMG-Brasil. 13 (2), 375-398.
  • Miccoli, L. S. (1997). Learning English as a foreign language in Brazil: a joint investigation of learning experiences in a university classroom or going to the depth of learners’ classroom experiences. (Doctoral Dissertation) – Graduate Department of Education, University of Toronto.
  • Miccoli, L. S. (2007). Experiências de professores no ensino de língua inglesa: uma categorização com implicações para o ensino e a pesquisa. Linguagem & Ensino, 10, 47-86.
  • Miccoli, L. S. (2010). Ensino e aprendizagem de inglês: experiências, desafios e possibilidades. Campinas: Pontes Editores.
  • Miccoli, L. S. (2011). O ensino na escola pública pode funcionar, desde que... In C. D. Lima (Org.) Inglês em escolas públicas não funciona? (pp. 171-184). São Paulo: Parábola Editorial.
  • Miccoli, L. S. (2013). Aproximando teoria e prática para professores de línguas estrangeiras. Belo Horizonte: Fino Traço.
  • Miccoli, L. (2014a). (Org.). Pesquisa experiencial em contextos de aprendizagem: uma teoria em evolução. (1st ed). Campinas: Pontes Editores, v. 8.
  • Miccoli, L. (2014b). Prefácio da Organizadora. In L. Miccoli. (Org.) Pesquisa experiencial em contextos de aprendizagem: uma teoria em evolução. (1st ed). Campinas: Pontes Editores, v. 8.
  • Miccoli, L. S. & Lima, C. V. A. (2012). Experiências em sala de aula: evidência empírica da complexidade no ensino e aprendizagem de LE. Revista Brasileira de Linguística Aplicada, 12 (1), 49-72.
  • Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In: Z. Dörnyei & E. Ushioda. (Eds.). Motivation, language identity and the L2 self. (pp. 215-228). Bristol, UK: Multilingual Matters.
  • Waninge, F., Dörnyei, Z. & de Bot, K. (2014). Motivational dynamics in language learning: change, stability and context. The Modern Language Journal, 98 (3), 704-723.
Toplam 21 adet kaynakça vardır.

Ayrıntılar

Birincil Dil En
Bölüm Danışma Kurulu
Yazarlar

Raquel Bambirra

Yayımlanma Tarihi 15 Ocak 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 1 Sayı: 1

Kaynak Göster

APA Bambirra, R. (2016). A Snapshot of Signature Dynamics in An English Class in Brazil: From a Motivational Attractor Basin Towards An Attractor State. Turkish Online Journal of English Language Teaching, 1(1), 20-32. https://doi.org/10.32959/tojelt.229303
AMA Bambirra R. A Snapshot of Signature Dynamics in An English Class in Brazil: From a Motivational Attractor Basin Towards An Attractor State. TOJELT. Ocak 2016;1(1):20-32. doi:10.32959/tojelt.229303
Chicago Bambirra, Raquel. “A Snapshot of Signature Dynamics in An English Class in Brazil: From a Motivational Attractor Basin Towards An Attractor State”. Turkish Online Journal of English Language Teaching 1, sy. 1 (Ocak 2016): 20-32. https://doi.org/10.32959/tojelt.229303.
EndNote Bambirra R (01 Ocak 2016) A Snapshot of Signature Dynamics in An English Class in Brazil: From a Motivational Attractor Basin Towards An Attractor State. Turkish Online Journal of English Language Teaching 1 1 20–32.
IEEE R. Bambirra, “A Snapshot of Signature Dynamics in An English Class in Brazil: From a Motivational Attractor Basin Towards An Attractor State”, TOJELT, c. 1, sy. 1, ss. 20–32, 2016, doi: 10.32959/tojelt.229303.
ISNAD Bambirra, Raquel. “A Snapshot of Signature Dynamics in An English Class in Brazil: From a Motivational Attractor Basin Towards An Attractor State”. Turkish Online Journal of English Language Teaching 1/1 (Ocak 2016), 20-32. https://doi.org/10.32959/tojelt.229303.
JAMA Bambirra R. A Snapshot of Signature Dynamics in An English Class in Brazil: From a Motivational Attractor Basin Towards An Attractor State. TOJELT. 2016;1:20–32.
MLA Bambirra, Raquel. “A Snapshot of Signature Dynamics in An English Class in Brazil: From a Motivational Attractor Basin Towards An Attractor State”. Turkish Online Journal of English Language Teaching, c. 1, sy. 1, 2016, ss. 20-32, doi:10.32959/tojelt.229303.
Vancouver Bambirra R. A Snapshot of Signature Dynamics in An English Class in Brazil: From a Motivational Attractor Basin Towards An Attractor State. TOJELT. 2016;1(1):20-32.