Málfríður - 15.10.2011, Síða 9

Málfríður - 15.10.2011, Síða 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

x

Málfríður

Beinleiðis leinki

Hvis du vil linke til denne avis/magasin, skal du bruge disse links:

Link til denne avis/magasin: Málfríður
https://timarit.is/publication/1081

Link til dette eksemplar:

Link til denne side:

Link til denne artikel:

Venligst ikke link direkte til billeder eller PDfs på Timarit.is, da sådanne webadresser kan ændres uden advarsel. Brug venligst de angivne webadresser for at linke til sitet.