"Yung offers a groundbreaking exploration of the dynamic interplay between motivation, private tutoring, and second language learning. Examining the under-researched topic of "shadow education" in the context of applied linguistics, this book provides a fresh and insightful outlook on the unique experiences of English as a second language (L2) learners engaged in English private tutoring. By examining L2 learners' experiences from the perspective of the L2 motivational self, readers will gain valuable insights into how personal goals, identity, and aspirations drive learning processes. The book features in-depth analysis of L2 learners' narratives, shedding light on the diverse factors that shape students' L2 motivation in learning English in cram schools. Researchers, educators, policymakers, schoolteachers and tutors alike will benefit from the understanding of how private tutoring influences the development of learners' L2 motivational selves, informing teaching strategies, policies and language learning approaches in both mainstream and shadow education settings. This book is a must-read for researchers in applied linguistics and educators and practitioners working with L2 learners seeking to understand the underpinnings of motivation in English language learning. With its unique focus on the private tutoring context, this book serves as a vital resource for those striving to optimise language learning experiences and outcomes within and outside school"-- Provided by publisher.
Yung offers a groundbreaking exploration of the dynamic interplay between motivation, private tutoring, and second language learning. This book is a must-read for researchers in applied linguistics and educators and practitioners working with L2 learners seeking to understand the underpinnings of motivation in English language learning.
Yung offers a groundbreaking exploration of the dynamic interplay between motivation, private tutoring, and second language learning.
Examining the under-researched topic of “shadow education” in the context of applied linguistics, this book provides a fresh and insightful outlook on the unique experiences of English as a second language (L2) learners engaged in English private tutoring. By examining L2 learners’ experiences from the perspective of the L2 motivational self, readers will gain valuable insights into how personal goals, identity, and aspirations drive learning processes. The book features in-depth analysis of L2 learners’ narratives, shedding light on the diverse factors that shape students’ L2 motivation in learning English in cram schools. Researchers, educators, policymakers, schoolteachers and tutors alike will benefit from the understanding of how private tutoring influences the development of learners’ L2 motivational selves, informing teaching strategies, policies and language learning approaches in both mainstream and shadow education settings.
This book is a must-read for researchers in applied linguistics and educators and practitioners working with L2 learners seeking to understand the underpinnings of motivation in English language learning. With its unique focus on the private tutoring context, this book serves as a vital resource for those striving to optimise language learning experiences and outcomes within and outside school.
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