The Use of Popular Culture as a Stimulus To Motivate Secondary Students' English Learning in Hong Kong.

By C. Cheung. 2001

130 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/a7d7fad4cf98dd1776f797094a35cd0bac0607af

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. U. Ashurova
2. Vick L. Ssali
3. Dwayne Engh
4. M. Lamb
5. Z. Dörnyei
6. E. Ushioda
7. Ali H. Al-Hoorie
8. Mostafa Papi

In Literature and Literary Theory

1. U. Ashurova
2. Vick L. Ssali
3. Dwayne Engh
4. M. Lamb
5. Z. Dörnyei
6. Ali H. Al-Hoorie
7. D. Lasagabaster
8. E. Ushioda

Citations in the corpus

• Identity, motivation and autonomy in language learning (2011, background): “and Murray, G. (2009) Enhancing metacognitive knowledge: Structure, affordances and self. System 37, 34 45. Csizér, K. and Kormos, J. (2009) Learning experiences, selves and motivated learning behaviour: A comparative analysis of structural models for Hungarian secondary and university learners of E”
• Why Use Music in English Language Learning? A Survey of the Literature. (2013, methodology): “Cheung (2001) prefers the image of music bridging gaps between ‘formal and informal’ learning as opposed to breaking boundaries and Huy Le (1999) extends this bridging of formal and informal learning environments to include the bridging of the gap between teachers and students as well.”
• Integrative Motivation in a Globalizing World. (2004, background): “A Cheung (2001) has suggested for Hong Kong, popular global culture may be motivating to teenagers in the classroom because it represents their most immediate meaningful contact with the language.”