Motivating Upper-Primary School English Foreign Language Learners by Enhancing Autonomy

A tétel rövid nézete
dc.contributor.advisorFekete, Adrienn
dc.contributor.authorTamás, Adrienn
dc.contributor.departmentDE--Bölcsészettudományi Karhu_HU
dc.date.accessioned2017-05-19T07:42:36Z
dc.date.available2017-05-19T07:42:36Z
dc.date.created2017
dc.description.abstractThis thesis focuses on the issue of motivating learners, especially upper-primary level English language learners. The topic is relevant since learners’ first experiences in language learning might influence their further studies, thus motivating them and make them like the language is essential. The thesis also deals with enhancing autonomy as a way of motivating learners, more specifically, defining learner autonomy, especially in the upper-primary school language classes, the relationship between motivation and autonomy, and why is it advisable to teach learners to become autonomous. There are four case studies on young, European EFL learners in this paper, which are compared and contrasted in terms of what motivates young learners, as well as in terms of the presence of autonomous principles in those classes. Finally, my teaching experiences are demonstrated as regards how I managed to implement the findings of the comparisons of the four case studies in my 60 hours teaching practice.hu_HU
dc.description.correctorBK
dc.description.courseOsztatlan Tanárképzéshu_HU
dc.description.degreeegységes, osztatlanhu_HU
dc.format.extent28hu_HU
dc.identifier.urihttp://hdl.handle.net/2437/240594
dc.language.isoenhu_HU
dc.subjectmotivationhu_HU
dc.subjectyoung learnershu_HU
dc.subjectautonomyhu_HU
dc.subjectteaching practicehu_HU
dc.subject.dspaceDEENK Témalista::Nyelvtudomány::Nyelvészethu_HU
dc.titleMotivating Upper-Primary School English Foreign Language Learners by Enhancing Autonomyhu_HU
dc.typediplomamunka
Fájlok
Gyűjtemények
Theses (Institute of English and American Studies)