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Exploring deaf student motivation to...

Gough, Daniel S.

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Exploring deaf student motivation towards learning English literacy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring deaf student motivation towards learning English literacy./
作者:	Gough, Daniel S.
面頁冊數:	156 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3625089
ISBN:	9781303995217

Exploring deaf student motivation towards learning English literacy.
Gough, Daniel S.

Exploring deaf student motivation towards learning English literacy. - 156 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ed.D.)--Lamar University - Beaumont, 2014.

This study sought to identify Deaf participants' motivation to learn English as a second language. The researcher utilized Robert Gardner's Instrumental and Integrative Motivation theories with an adapted Attitude Motivation Test Battery (AMTB) in the research study. With purposeful sampling, twenty-two participants from Austin Community College (ACC) took the modified AMTB, and the researcher randomly picked three participants each from low, moderate, and high motivation groups. Phenomenological-narrative interview techniques were used with the nine participants to gather information about each individual's self-perception of linguistic ownership. The interviewer then used the transcribed video dialogues to identify seventeen themes. The findings showed that the participants had integrative motivation to learn English as a second language.

ISBN: 9781303995217Subjects--Topical Terms:

516693
Special education.

Exploring deaf student motivation towards learning English literacy.
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500 $a Adviser: Damara Paris.
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520 $a This study sought to identify Deaf participants' motivation to learn English as a second language. The researcher utilized Robert Gardner's Instrumental and Integrative Motivation theories with an adapted Attitude Motivation Test Battery (AMTB) in the research study. With purposeful sampling, twenty-two participants from Austin Community College (ACC) took the modified AMTB, and the researcher randomly picked three participants each from low, moderate, and high motivation groups. Phenomenological-narrative interview techniques were used with the nine participants to gather information about each individual's self-perception of linguistic ownership. The interviewer then used the transcribed video dialogues to identify seventeen themes. The findings showed that the participants had integrative motivation to learn English as a second language.
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