Motivation and Vision: An Analysis of Future L2 Self Images, Sensory Styles, and Imagery Capacity Across Two Target Languages

By Z. Dörnyei, Letty Chan. 2013

480 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/0eafe9300d71d073213351e81cb3240686ee74a7

How researchers see this paper

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

In Experimental and Cognitive Psychology

1. Ali H. Al-Hoorie
2. Y. Teimouri
3. Kata Csizér
4. Yongyan Zheng
5. C. You
6. W. Oga-Baldwin
7. Meral Şeker
8. Xiuchuan Lu

In Language and Linguistics

1. Ali H. Al-Hoorie
2. Y. Teimouri
3. Mostafa Papi
4. Z. Dörnyei
5. Kata Csizér
6. Yongyan Zheng
7. W. Ren
8. Xiuchuan Lu

Citations in the corpus

• Profiling Chinese university students’ motivation to learn multiple languages (2019, background): “Research that applies the L2MSS to LOTE motivation has suggested that learners can develop language-specific motivational selves (Dornyei and Chan 2013).”
• Motivation, Vision, and Gender: A Survey of Learners of English in China (2016, methodology): “The model also links the sensory styles to Vividness of Imagery, which is a natural connection that explains—through this mediation—the significant positive correlations between sensory styles and the future self-guides reported by Dörnyei and Chan (2013).”
• Self-determination for all language learners: New applications for formal language education (2019, background): “Every culture may have its own emic or internally recognizable way of expressing different needs (King & McInerney, 2014). Each culture may have its’ own way of expressing relatedness, competence, and (the most controversial) autonomy (Chirkov, Ryan, Kim,& Kaplan, 2003; Roth, Assor, Kanat-Maymon,& K”
• The L2 motivational self system: A meta-analysis (2018, background): “Instead, previous researchers have so far engaged in head-counting, such as tallying the number of published studies (e.g., Boo et al., 2015); or in vote-counting, such as describing the results of these studies as either supporting the theory or as ‘mixed’ (e.g., Dörnyei & Chan, 2013).”
• ACADEMIC BUOYANCY (2018, unknown): “…2005, 2009) has generated “an exceptional wave of interest” (Dörnyei & Ryan, 2015, p. 91), primarily because of the ideal L2 self’s strong association with intended effort (e.g., Al-Hoorie, 2016a, 2016b, 2017; Dörnyei & Chan, 2013; Lamb, 2012; Moskovsky, Assulaimani, Racheva, & Harkins, 2016).”
• The Motivational Foundation of Learning Languages Other Than Global English: Theoretical Issues and Research Directions (2017, methodology): “The emerging individualistic—that is, learnerinternal and L2-community-independent—perspective of the L2 Motivational Self System did not favor LOTEs, as the latter can usually be associated with a specific community that speaks (or esteems) the L2 and can thus be considered the ‘owner’ of that lang”