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Exploring Multiple Language Learning from an Existential Perspective : = An Applied Philosophical Inquiry of Self-Cultivation and Aspiration in Language Learning = Explorando el aprendizaje de multiples idiomas desde una perspectiva existencial : Una investigacion filosofica aplicada del autocultivo y la aspiracion en el aprendizaje de idiomas.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring Multiple Language Learning from an Existential Perspective :/
其他題名:	An Applied Philosophical Inquiry of Self-Cultivation and Aspiration in Language Learning = Explorando el aprendizaje de multiples idiomas desde una perspectiva existencial : Una investigacion filosofica aplicada del autocultivo y la aspiracion en el aprendizaje de idiomas.
其他題名:	Explorando el aprendizaje de multiples idiomas desde una perspectiva existencial :
作者:	Davidson, Chad Christopher.
面頁冊數:	1 online resource (377 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-08, Section: A.
Contained By:	Dissertations Abstracts International83-08A.
標題:	Educational philosophy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28777133click for full text (PQDT)
ISBN:	9798790634048

Exploring Multiple Language Learning from an Existential Perspective : = An Applied Philosophical Inquiry of Self-Cultivation and Aspiration in Language Learning = Explorando el aprendizaje de multiples idiomas desde una perspectiva existencial : Una investigacion filosofica aplicada del autocultivo y la aspiracion en el aprendizaje de idiomas.
Davidson, Chad Christopher.

Exploring Multiple Language Learning from an Existential Perspective :An Applied Philosophical Inquiry of Self-Cultivation and Aspiration in Language Learning = Explorando el aprendizaje de multiples idiomas desde una perspectiva existencial : Una investigacion filosofica aplicada del autocultivo y la aspiracion en el aprendizaje de idiomas.Explorando el aprendizaje de multiples idiomas desde una perspectiva existencial :Una investigacion filosofica aplicada del autocultivo y la aspiracion en el aprendizaje de idiomas. - 1 online resource (377 pages)

Source: Dissertations Abstracts International, Volume: 83-08, Section: A.

Thesis (Ph.D.)--Kansas State University, 2021.

Includes bibliographical references

The field of language learner (LLer) motivation and identity has been dominated by methodologies that rely on infrequent data collection measures, whether they be quantitative (e.g., surveys) or qualitative (e.g., interviews). Also, data from LLer studies tend to be experiences of researchers interacting with LLers rather than the data being the experiences of the LLers themselves. Therefore, we do not get direct data of identity, motivation, and learning experiences, but rather data of researchers' experiences of others' experiences. My study includes a two-month span of writing a beginning-of-study strong evaluation, followed by 368 days of multiple-times-daily data of language learning experiences that were then further analyzed to perceive the higher-order value affirmations revealed by the motivation, learning, and identity forming journeys of the a LLer of multiple languages over the course of 15.5 months throughout times of existential uncertainty.Relatedly, advances in the field have been made through psychometric approaches that tend to aggregate LLers into categories, while few whole-person philosophical approaches have been used. Furthermore, studies are sparse which concern learners learning multiple additional languages far from any community of speakers. This study attends to all of these research lacunae through providing an existential philosophical perspective and, concomitantly, providing and carrying out a rigorous research design. Through its explication of concepts, such as existential motivation, existential identities, strong evaluation, self-cultivation, aspiration, proleptic reasons, and a hybrid account of valuing, it provides hitherto lacking philosophical distinctions and philosophical applications to the fields of applied linguistics and philosophy of education, bringing conceptual, methodological, and empirical contributions to these fields.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798790634048Subjects--Topical Terms:

3173367
Educational philosophy.
Subjects--Index Terms:

AspirationIndex Terms--Genre/Form:

542853
Electronic books.

Exploring Multiple Language Learning from an Existential Perspective : = An Applied Philosophical Inquiry of Self-Cultivation and Aspiration in Language Learning = Explorando el aprendizaje de multiples idiomas desde una perspectiva existencial : Una investigacion filosofica aplicada del autocultivo y la aspiracion en el aprendizaje de idiomas.
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500 $a Source: Dissertations Abstracts International, Volume: 83-08, Section: A.
500 $a Advisor: Goodson, F. Todd.
502 $a Thesis (Ph.D.)--Kansas State University, 2021.
504 $a Includes bibliographical references
520 $a The field of language learner (LLer) motivation and identity has been dominated by methodologies that rely on infrequent data collection measures, whether they be quantitative (e.g., surveys) or qualitative (e.g., interviews). Also, data from LLer studies tend to be experiences of researchers interacting with LLers rather than the data being the experiences of the LLers themselves. Therefore, we do not get direct data of identity, motivation, and learning experiences, but rather data of researchers' experiences of others' experiences. My study includes a two-month span of writing a beginning-of-study strong evaluation, followed by 368 days of multiple-times-daily data of language learning experiences that were then further analyzed to perceive the higher-order value affirmations revealed by the motivation, learning, and identity forming journeys of the a LLer of multiple languages over the course of 15.5 months throughout times of existential uncertainty.Relatedly, advances in the field have been made through psychometric approaches that tend to aggregate LLers into categories, while few whole-person philosophical approaches have been used. Furthermore, studies are sparse which concern learners learning multiple additional languages far from any community of speakers. This study attends to all of these research lacunae through providing an existential philosophical perspective and, concomitantly, providing and carrying out a rigorous research design. Through its explication of concepts, such as existential motivation, existential identities, strong evaluation, self-cultivation, aspiration, proleptic reasons, and a hybrid account of valuing, it provides hitherto lacking philosophical distinctions and philosophical applications to the fields of applied linguistics and philosophy of education, bringing conceptual, methodological, and empirical contributions to these fields.
520 $a El campo de la motivacion e identidad del estudiante de idiomas (o "language learner," i.e., LLer) ha estado dominado por metodologias que se basan en medidas de recopilacion de datos poco frecuentes, ya sean cuantitativas (por ejemplo, encuestas) o cualitativas (por ejemplo, entrevistas). Ademas, los datos de los estudios de LLer tienden a ser experiencias de investigadores que interactuan con LLers en lugar de que los datos sean experiencias de los mismos LLers. Por lo tanto, no obtenemos datos directos de identidad, motivacion y experiencias de aprendizaje, sino mas bien datos de las experiencias de los investigadores externos. Mi estudio incluye un dos meses de escribir una evaluacion solida al comienzo del estudio, seguido de 368 dias de datos de experiencias de aprendizaje de idiomas que ocurrio multiples veces al dia, y todos estos fueron luego analizados mas a fondo para percibir las afirmaciones de valor de orden superior reveladas por el la motivacion, el aprendizaje y los viajes formadores de identidad de varios idiomas del LLer a lo largo de 15,5 meses a lo largo de tiempos de incertidumbre existencial.De manera relacionada, se han logrado avances en el campo a traves de enfoques psicometricos que tienden a agrupar a los LL en categorias, mientras que se han utilizado pocos enfoques filosoficos de la persona integral. Ademas, los estudios son escasos que se refieren a los estudiantes que aprenden varios idiomas adicionales lejos de cualquier comunidad de hablantes. Este estudio atiende todas estas lagunas de investigacion aportando una perspectiva filosofica existencial y, concomitantemente, aportando y llevando a cabo un riguroso diseno de investigacion. A traves de su explicacion de conceptos, como motivacion existencial, identidades existenciales, evaluacion fuerte, autocultivo, aspiracion, razones prolepticas y una explicacion hibrida de la valoracion, este estudio proporciona distinciones filosoficas y aplicaciones filosoficas a los campos de la linguistica aplicada y la filosofia de la educacion, aportando aportes conceptuales, metodologicos y empiricos a estos campos.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Educational philosophy. $3 3173367
650 4 $a Modern language. $3 3174390
650 4 $a Ethics. $3 517264
653 $a Aspiration
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653 $a Identity
653 $a Motivation
653 $a Multilingualism
653 $a Self-cultivation
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710 2 $a Kansas State University. $b Curriculum and Instruction. $3 1043547
773 0 $t Dissertations Abstracts International $g 83-08A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28777133 $z click for full text (PQDT)