Málfríður - 15.10.2011, Side 9

Lefever, S. (2005). Action Research and Teacher Education – implementing
collaborative learning and learner autonomy. Paper presented at the
Málþing um framtíðarskipan náms við Kennaraháskóla Íslands,
Reykjavík.
Markus, H., & Nurius, P. (1986). Possible Selves. American Psychologist,
41(9), 954–969.
Miller, R. B., & Brickman, S. J. (2004). A Model of Future-Oriented
Motivation and Self-Regulation. Educational Psychology Review, 16(1),
9–33.
Pavlenko, A. (2004). ‘The Making of an American’: Negotiation of
Identities at the Turn of the Twentieth Century. In A. Pavlenko &
A. Blackledge (Eds.), Negotiation of Identities in Multilingual Contexts.
Clevedon: Multilingual Matters.
Pavlenko, A., & Blackledge, A. (2004). Introduction: New Theoretical
Approaches to the Study of Negotiation of Identities in Multilingual
Contexts. In A. Pavlenko & A. Blackledge (Eds.), Negotiation of
Identities in Multilingual Contexts. Clevedon: Multilingual Matters.
Pimienta, D., Prado, D., & Blanco, Á. (2009). Twelve years of measuring
linguistic diversity in the Internet: balance and perspectives. Paris, France:
United Nations Educational, Scientific and Cultural Organizationo.
Statistics Iceland. (2011). Retrieved 24 February 2011, from http://
statice.is/
Tabachnick, S. E., Miller, R. B., & Relyea, G. E. (2008). The Relationships
Among Students’ Future-Oriented Goals and Subgoals, Perceived
Task Instrumentality, and Task-Oriented Self-Regulation Strategies in
an Academic Environment. Journal of Educational Psychology, 100(3),
629–642.
References
Bogdan, R. C., & Biklen, S. K. (2003). Qualitative Research for Education:
An Introduction to Theories and Methods (4th ed.). Boston: Pearson.
Bong, M., & Skaalvik, E. M. (2003). Academic Self-Concept and Self-
Efficacy: How Different Are They Really? Educational Psychology
Review, 15(1), 1–40.
Charmaz, K. (2006). Constructing Grounded Theory: A Practical Guide
Through Qualitative Analysis. London: Sage.
Csizér, K., & Kormos, J. (2009). Modelling the role of inter-cultural
contact in the motivation of learning English as a foreign language.
Applied Linguistics, 30(2), 166–185.
Dörnyei, Z. (2005). The Psychology of the Language Learner. Mahwah, NJ:
Lawrence Erlbaum Associates.
Dörnyei, Z. (2009). The L2 Motivational Self System. In Z. Dörnyei & E.
Ushioda (Eds.), Motivation, Language Identity and the L2 Self. Bristol:
Multilingual Matters.
Europe, C. o. (2010). European Language Portfolio: Levels. Retrieved
October 12 2010 from http://www.coe.int/T/DG4/Portfolio/?M=/
main_pages/levels.html
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and Motivation in
Second-Language Learning. Rowley, MA: Newbury House.
Ingvarsdóttir, H. (2004). ”Ef það er eitthvað sem þeim þykir áhuga-
vert.” Enskukennsla við upphaf 21. aldar. In Ú. Hauksson (Ed.),
Rannsóknir í Félagsvísindum V (Vol. V, pp. 471–482). Reykjavík:
Félagsvísindastofnun Háskóla Íslands, Háskólaútgáfan.
Kormos, J., Csizér, K., Menyhárt, A., & Török, D. (2008). ’Great
Expectations’: The motivational profile of Hungarian English lan-
guage students. Arts & Humanities in Higher Education, 7(1), 65–82.
MÁLFRÍÐUR 9
etwinning.is
eTwinning.is

• einfalt skólasamstarf gegnum netið
• góð leið til að virkja nemendur og auka
vægi upplýsingatækni
• aðgangur að rafrænum verkfærum
• netöryggi
• endurmenntun kennara
• kostar ekkert
RAFRÆNT
SKÓLASAMFÉLAG
Í EVRÓPU