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022_000094/0000

Extramural English Activities and Individual Learner Differences. A case of Hungary

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Author
Balázs Fajt
Field of science
Pedagógia / Pedagogy (12910)
Series
Collection Károli. Monograph
Type of publication
monográfia
022_000094/0006
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022_000094/0006

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CONTENTS <0, Preface . 6. cece eee ee eee EEE eee 11 Chapter 1. Introduction ...... 0... cece ccc cc cee cee cee eee ene ence eens 13 Chapter 2. Theoretical Background ......................................., 17 2.1 Extramural English (EE) activities ................................... 18 2.2 The context of second language acquisition through EE activities ...........................,.................. 20 2.2.1 Learner autonomy and extramural English activities .............. 20 2.2.1.1 Self-instruction .......................................... 21 2.2.1.2 Naturalistic language learning ............................. 22 2.2.1.3 Self-directed naturalistic language learning ................. 22 2.2.2 Learning processes in SLA through extramural English activities ....................,.........,............. 23 2.2.2.1 The role of intention in SLA: incidental and intentional learning.................................. 24 2.2.2.2 The role of consciousness in SLA: implicit and explicit learning ............................, 25 2.2.2.3 Distinguishing between incidental/intentional and implicit/explicit learning ............................. 28 2.3 EE activities and second language learning motivation ............................................... 30 2.3.1 Dörnyei’s L2 Motivational Self System .......................... 31 2.8.1.1 The Ideal L2 Self ......................................... 32 2.3.1.2 The Ought-to L2 Self ..................................... 34 2.8.1.3 L2 learning experience .................................... 35 2.3.2 Predictors of second language learning motivation ............... 37 2.8.2.1 Foreign language anxiety.................................. 38 2.8.2.2 Willingness to communicate .............................. 39 2.3.2.3 Culturalinterest ......................................... 40 2.3.2.4 Friendship orientation and intercultural contact ............. 41 2.3.2.5 Perceived importance of the language ....................... 42 2.4 A model for learning English through EE activities ..................... 43

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