Researching motivation: from integrativeness to the ideal L2 self

By L. S. Z. Dörnyei. 2009

176 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/0aa22889dc4f7c0edd75ed95fba776d3c17092cf

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In Developmental and Educational Psychology

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Citations in the corpus

Sixty Years of Language Motivation Research (2017, background): “Building on work by these researchers, Gardner undertook a more focused investigation into the role of affective factors. Gardner (2010) classifies the history of his own research program into three phases. He calls the first phase ancient history. This phase dates from 1945 to 1972, and covers the ”
The relationship between motivation, gender, L1 and possible selves in English-medium instruction (2016, methodology): “Studies carried out in diverse EFL (English as a foreign language) contexts such as Hungary (Csizér & Lukács, 2010), Indonesia (Lamb, 2007), China, Iran and Japan (Taguchi, Magid, & Papi, 2009) have demonstrated that the ideal L2 self exerts a determinant influence on the learner’s L2 motivation.”
Motivating Students in the EFL Classroom: A Case Study of Perspectives. (2011, methodology): “…the English as a foreign language (EFL) classroom is often a complex and difficult task that involves a multiplicity of psycho-sociological and linguistic factors (Dornyei, 1998; 2010a), but most English teachers will attest to the important role motivation plays in the teaching/learning process.”
The Motivational Foundation of Learning Languages Other Than Global English: Theoretical Issues and Research Directions (2017, unknown): “The specific relevance of the motivational restructuring of language learning in Hungary to the current article is that—as described by Dörnyei (2010)—this investigation has been central to the conceptualization of the L2 Motivational Self System (Dörnyei, 2005, 2009), which is currently the most…”
Motivational Currents in Language Learning: Frameworks for Focused Interventions (2015, background): “In Chapter Two, the authors explain that DMCs represent and extension of the theory of L2 motivational self-system (Dörnyei, 2010) and the concept of vision (Dörnyei & Kubanyiova, 2014), attribute belated emergence of the notion to the traditional separation of motivation and behavior in psychology…”
The interplay of possible language teacher selves in professional development choices (2013, background): “…grew out of work in mainstream psychology on the self and motivation theory, they have now become prominent in the literature on L2 motivation (e.g. Dörnyei, 2005, 2009, 2010; Dörnyei & Ushioda, 2011) and have even begun to advance into the field of language teacher motivation as well (e.g.…”
A Longitudinal Study on the Impact of CLIL on Affective Factors (2015, background): “Since the two items included in the instrumentality scale have to do with the promotion focus (Dörnyei 2010), it could be concluded that, as a result of students’ widespread awareness of the role that English may play in their future careers, students’ ideal L2 self is currently very strong…”
Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System (2019, unknown): “Extensive subsequent testing of this hypothesis confirmed that the two concepts were indeed interrelated and that the Ideal L2 Self appeared to do a better job at accounting for variance in different criterion measures than integrativeness (for a summary, see Dörnyei, 2010).”