Attitudes and motivation: how to motivate students to read in the foreign language? (Record no. 20396)

MARC details
000 -LEADER
fixed length control field 02702nam a2200253Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Zanaty, Rania
Miscellaneous information Master English Literature
245 10 - TITLE STATEMENT
Title Attitudes and motivation: how to motivate students to read in the foreign language?
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Université Libanaise - Faculté des lettres
Date of publication, distribution, etc. 2014
300 ## - PHYSICAL DESCRIPTION
Extent 125 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The following study tackles the issue of attitudes and motivation and their effects on foreign language learning. In addition, the study focuses on reading as an essential skill to language acquisition and sheds light on the significance of reading motivation. Without motivation, students will likely refuse to read. Since motivation is an essential factor for foreign language acquisition, and since most students lack the motivation to read, this study focuses on how to create among students a motivation to read that can last a lifetime. In order to do that, different techniques and strategies were used in an empirical study that was conducted on students at the elementary level with ages ranging between eight and nine years. The study was accomplished over a span of three months administered during the third trimester of the school year. First, the study consisted of measuring, through a questionnaire, the level of students’ motivation to read in the foreign language, and providing techniques and strategies that can enhance their motivation. Second, students were asked to select and read stories online taken from a list of stories provided to them, and to complete a reading-log activity that accompanied each story. Third, the increase in their level of motivation and their interest in the given program were measured by a second questionnaire given during the middle of the study. Most students showed a desire and a will to continue reading. At the end of the study, a third questionnaire was given to the students as an evaluation of the whole program. The results demonstrated a great interest in the techniques and strategies used and a will to continue reading. However, this increase in motivation cannot proceed unless it is strongly supported by the parents and the school alike.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Enseignement des langues
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Les Attitudes et conceptions des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Motivation
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Motivation
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Students Attitudes and Conceptions
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teaching languages
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element الدافعية
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم اللغات
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element مواقف الطلبة وتصوراتهم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Université Libanaise - Faculté des lettres - Branche 4
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

No items available.