Motivated Spanish learning among Anglo-Texan high school students : an exploration of theories, research, and experience, with implications for pedagogy
| dc.contributor.advisor | Kelm, Orlando R., 1957- | en |
| dc.contributor.committeeMember | Horwitz, Elaine K. | en |
| dc.creator | Cotham, William Mark, Jr. | en |
| dc.creator.orcid | 0000-0002-1884-475X | en |
| dc.date.accessioned | 2015-11-06T17:30:15Z | en |
| dc.date.accessioned | 2018-01-22T22:28:56Z | |
| dc.date.available | 2015-11-06T17:30:15Z | en |
| dc.date.available | 2018-01-22T22:28:56Z | |
| dc.date.issued | 2015-05 | en |
| dc.date.submitted | May 2015 | en |
| dc.date.updated | 2015-11-06T17:30:15Z | en |
| dc.description | text | en |
| dc.description.abstract | Research into foreign language and second language learning motivation has progressed steadily over the past half century. Several theories and models have been developed to explain how learners are motivated to learn a foreign language. Context-specific research, however, is lacking for Anglo-Texan high school students learning Spanish. This report applies the theories of foreign language learning motivation to this context, using personal experience and anecdotes from the author as a Spanish teacher and student, in order to prescribe pedagogical applications of the research for high school Spanish teachers in Texas who seek to increase their students' motivation. | en |
| dc.description.department | Curriculum and Instruction | en |
| dc.format.mimetype | application/pdf | en |
| dc.identifier | doi:10.15781/T2Q32C | en |
| dc.identifier.uri | http://hdl.handle.net/2152/32273 | en |
| dc.language.iso | en | en |
| dc.subject | Motivation | en |
| dc.subject | Foreign language pedagogy | en |
| dc.title | Motivated Spanish learning among Anglo-Texan high school students : an exploration of theories, research, and experience, with implications for pedagogy | en |
| dc.type | Thesis | en |