The Effects of Teaching Spoken Arabic on Students' Attitudes and Motivation in Israel.

By Smadar Donitsa-Schmidt, Ofra Inbar, E. Shohamy. 2004

124 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/cf8183fb3a331409b3a05934e5d735902dff0998

How researchers see this paper

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

In Education

1. M. Lamb
2. A. Wilson
3. Pamela M. Wesely
4. R. Gardner
5. Mercè Bernaus
6. D. Lasagabaster
7. Mostafa Papi
8. E. Abdollahzadeh

In Language and Linguistics

1. M. Lamb
2. D. Lasagabaster
3. Mercè Bernaus
4. J. Sierra
5. Pamela M. Wesely
6. A. Wilson
7. R. Gardner
8. Mostafa Papi

Citations in the corpus

• The motivational dimension of language teaching (2017, methodology): “reported frequency of use Used expanded questionnaire based on Dörnyei (2001) containing 48 MotS, statistically”
• Language Attitudes in CLIL and Traditional EFL Classes (2009, background): “php?vol=12&page=73 6 Donitsa-Schmidt et al. (2004) investigated the teaching of Arabic as L2 in Israeli schools and their findings bore out the important role that parents’ attitudes have regarding their children’s behaviour and interest in learning Arabic.”
• Learner Attitudes, Perceptions, and Beliefs in Language Learning (2012, background): “Other studies, like that of Donitsa-Schmidt, Inbar, and Shohamy (2004), have suggested that these fi ndings might not be applicable or as relevant to non-university or international contexts.”
• Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement (2009, background): “Certainly in the literature we find studies on teachers’ beliefs, attitudes and motivation (Tragant, 1996; Kassabgy, Boraie, and Schmidt, 2001), teachers’ use of strategies in L2 classrooms ( Donitsa-Schmidt, Inbar and Shohamy, 2004; Madrid, D., 2002), and students’ motivation, strategy use and ped”
• Student and teacher perceptions of motivational strategies in the foreign language classroom (2012, unknown): “Likewise, Donitsa-Schmidt, Inbar, and Shohamy (2004) and Inbar, Donitsa-Shmidt, and Shohamy (2001) found that the best predictor of Israeli students ’ willingness to continue studying Arabic was the quality of the teaching program.”