Tasks and learner motivation in learning Chinese as a foreign language

References

• Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117–148. doi:10.1207/s15326985ep2802_3
   Web of Science ®Google Scholar
• Benson, P. (2011). Teaching and researching autonomy in language learning (2nd ed.). New York: Routledge.
   Google Scholar
• Brophy, J. (2010). Motivating students to learn (3rd ed.). New York: Routledge.
   Google Scholar
• Busse, V., & Walter, C. (2013). Foreign language learning motivation in higher education: A longitudinal study of motivational changes and their causes. The Modern Language Journal, 97, 435–456. doi:10.1111/j.1540-4781.2013.12004.x
   Web of Science ®Google Scholar
• Cai, S., & Zhu, W. (2012). The impact of an online learning community project on university Chinese as a foreign language students’ motivation. Foreign Language Annals, 45, 307–329. doi: 10.1111/j.1944-9720.2012.01204.x
   Web of Science ®Google Scholar
• Clark, J. (1987). Curriculum renewal in school foreign language learning. Oxford: Oxford University Press.
   Google Scholar
• Creswell, J. W., & Clark, V. L. P. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Csizér, K., Kormos, J., & Sarkadi, Á. (2010). The dynamics of language learning attitudes and motivation: Lessons from an interview study of dyslexic language learners. The Modern Language Journal, 94, 470–487. doi:10.1111/j.1540-4781.2010.01054.x
   Web of Science ®Google Scholar
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum.
   Google Scholar
• DeFrancis, J. (1984). The Chinese language: Fact and fantasy. Honolulu: University of Hawai'i Press.
   Google Scholar
• Dickinson, L. (1995). Autonomy and motivation: A literature review. System, 23, 165–174. doi:10.1016/0346-251X(95)00005-5
   Google Scholar
• Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78, 273–284. doi:10.1111/j.1540-4781.1994.tb02042.x
   Web of Science ®Google Scholar
• Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117–135. doi:10.1017/S026144480001315X
   Google Scholar
• Dörnyei, Z. (2001). Motivation strategies in the language classroom. Cambridge: Cambridge University Press.
   Google Scholar
• Dörnyei, Z., MacIntyre, P., & Henry, A. (Eds.). (2014). Motivational dynamics in language learning. Bristol: Multilingual Matters.
   Google Scholar
• Dörnyei, Z., & Schmidt, R. (Eds.). (2001). Motivation and second language acquisition. Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Centre.
   Google Scholar
• Du, X. Y., & Kirkebæk, M. J. (Eds.). (2012). Exploring task-based PBL in Chinese teaching and learning in a Danish context. Newcastle: Cambridge Scholars Publishing.
   Google Scholar
• Du, X. Y., Ruan, Y., Wang, L., & Duan, X. (2015). Developing Chinese language and culture course using task-based teaching and learning method. Manuscript submitted for publication.
   Google Scholar
• Duran, G., & Ramaut, N. (2006). Tasks for absolute beginners and beyond: Developing and sequencing tasks at basic proficiency levels. In K. V. den Branden (Ed.), Task-based language education: From theory to practice (pp. 47–75). Cambridge: Cambridge University Press.
   Google Scholar
• East, M. (2012). Addressing the intercultural via task-based language teaching: Possibility or problem? Language and Intercultural Communication, 12, 56–73. doi:10.1080/14708477.2011.626861
   Web of Science ®Google Scholar
• Ebert-May, D., Brewer, C., & Allred, S. (1997). Innovation in large lectures: Teaching for active learning. BioScience, 47, 601–607. Retrieved from http://first2.plantbiology.msu.edu/resources/literature/pdfs/EM_BioSci_97.pdf doi: 10.2307/1313166
   Web of Science ®Google Scholar
• Edwards, C., & Willis, J. (Eds.). (2005). Teachers exploring tasks in English language teaching. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Ehrman, M. E., Leaver, B. L., & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31, 313–330. doi: 10.1016/S0346-251X(03)00045-9
   Google Scholar
• Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
   Google Scholar
• Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19, 221–246. doi:10.1111/j.1473-4192.2009.00231.x
   Google Scholar
• Frey, J. H., & Fontana, A. (1991). The group interview in social research. Social Science Journal, 28, 175–187. doi: 10.1016/0362-3319(91)90003-M
   Web of Science ®Google Scholar
• Ho, M. C. (1998). Culture studies and motivation in foreign and second language learning in Taiwan. Language, Culture and Curriculum, 11, 165–182. doi:10.1080/07908319808666548
   Google Scholar
• Jorgensen, D. L. (1989). Participant observation: A methodology for human studies. Thousand Oaks, CA: Sage.
   Google Scholar
• Julkunen, K. (2001). Situation and task-specific motivation in foreign language learning and teaching. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 29–41). Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Centre.
   Google Scholar
• Kirkebæk, M. J., Bao, R., & Ruan, Y. (2012). Tasks-to-go! A collection of language tasks ready for use. In X. Y. Du & M. J. Kirkebæk (Eds.), Exploring task-based PBL in Chinese teaching and learning in a Danish context (pp. 132–171). Newcastle: Cambridge Scholars Publishing.
   Google Scholar
• Kirkebæk, M. J., & Du, X. Y. (Eds.). (2013). Exploring task-based PBL in Chinese teaching and learning: Tasks to try. Aalborg: Department of Learning and Philosophy at Aalborg University.
   Google Scholar
• Kramsch, C. (1986). From language proficiency to interactional competence. The Modern Language Journal, 70, 366–372. doi:10.1111/j.1540-4781.1986.tb05291.x
   Web of Science ®Google Scholar
• Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research. Thousand Oaks, CA: Sage.
   Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
   Google Scholar
• Lightbown, P. M., & Spada, N. (2006). How languages are learned (3rd ed.). Oxford: Oxford University Press.
   Google Scholar
• Long, M. H. (1989). Task, group, and task-group interactions. University of Hawai'i Working Papers in ESL, 8(2), 1–26. Retrieved from http://files.eric.ed.gov/fulltext/ED366184.pdf
   Google Scholar
• Long, M. H., & Porter, P. A. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19, 207–228. doi:10.2307/3586827
   Web of Science ®Google Scholar
• Nichols, J. D., & Miller, R. B. (1994). Cooperative learning and student motivation. Contemporary Educational Psychology, 19, 167–178. doi: 10.1006/ceps.1994.1015
   Web of Science ®Google Scholar
• Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50, 57–85. doi:10.1111/0023-8333.00111
   Web of Science ®Google Scholar
• Norton, L. S. (2009). Action research in teaching and learning: A practical guide to conducting pedagogical research in universities. New York: Routledge.
   Google Scholar
• Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
   Google Scholar
• Oxford, R. L., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 73, 291–300. doi:10.1111/j.1540-4781.1989.tb06367.x
   Web of Science ®Google Scholar
• Pica, T., & Doughty, C. (1985). The role of group work in classroom second language acquisition. Studies in Second Language Acquisition, 7, 233–248. doi: 10.1017/S0272263100005398
   Google Scholar
• Porter, L. R. (1997). Creating the virtual classroom: Distance learning with the internet. New York: John Wiley & Sons.
   Google Scholar
• Poupore, G. (2006). Quality interaction and types of negotiation in problem-solving and jigsaw tasks. In C. Edwards & J. Willis (Eds.), Teachers exploring tasks in English language teaching (pp. 242–255). Basingstoke: Palgrave Macmillan.
   Google Scholar
• Shavelson, R. J., & Stern, P. (1981). Research on teachers’ pedagogical thoughts, judgments, decisions, and behaviour. Review of Educational Research, 51, 455–498. doi:10.3102/00346543051004455
   Web of Science ®Google Scholar
• Simpson, M., & Tuson, J. (2008). Using observation in small-scale research. Glasgow: SCRE.
   Google Scholar
• Tsung, L., & Cruickshank, K. (Eds.). (2011). Teaching and learning Chinese in global contexts: CFL worldwide. London: Continuum.
   Google Scholar
• Ushioda, E. (1996). Learner autonomy 5: The role of motivation. Dublin: Authentik.
   Google Scholar
• Ushioda, E. (2001). Language learning at university: Exploring the role of motivational thinking. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 29–41). Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Centre.
   Google Scholar
• Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003–1017. doi:10.1177/0013164492052004025
   Web of Science ®Google Scholar
• Van den Branden, K. (2006). Introduction: Task-based language teaching in a nutshell. In K. Van den Branden (Ed.), Task-based language education: From theory to practice (pp. 1–16). Cambridge: Cambridge University Press.
   Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: MIT Press.
   Google Scholar
• Wen, X. (1997). Motivation and language learning with students of Chinese. Foreign Language Annals, 30, 235–251. doi:10.1111/j.1944-9720.1997.tb02345.x
   Web of Science ®Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.
   Google Scholar
• Wlodkowski, R. J. (1999). Enhancing adult motivation to learn. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Yu, B., & Watkins, D. A. (2008). Motivational and cultural correlates of second language acquisition: An investigation of international students in the universities of the People's Republic of China. Australian Review of Applied Linguistics, 31, 17.1–17.22. doi:10.2104/aral0817
   Google Scholar