The L2 Motivational Self System

By Kata Csizér. The Palgrave Handbook of Motivation for Language Learning, 2019

1,163 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/0f7b810b623850535f511b1404d005d1f15d3b66

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Citations in the corpus

The Motivational Foundation of Learning Languages Other Than Global English: Theoretical Issues and Research Directions (2017, methodology): “…fact that it was seen by many to be linked to the learners’ attitudes toward the target language community, whereas such a direct link could not be maintained with regard to Global English associated with “a nonspecific global community of English language users” (Ushioda & Dörnyei, 2009, p. 3).”
Exploring the Fluctuations of Foreign Language Enjoyment in Conversation: An Idiodynamic Perspective (2018, background): “…in SLA literature, and the only emotions that caught researchers’ attention are the ones that might cause problems in the process of language learning or debilitate learners in language learning such as anxiety (see Horwitz, 2001, 2010; MacIntyre, 1999) and lack of motivation (Dörnyei, 2005, 2009).”
Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System (2019, positive): “…Experience fell short of the level of detail offered for the other two components, as I added a caveat: “This component is conceptualized at a different level from the two self-guides and future research will hopefully elaborate on the self aspects of this bottom-up process” (Dörnyei, 2009, p. 29).”
The impact of resilience on L2 learners’ motivated behaviour and proficiency in L2 learning (2017, positive): “Also, as for L2 learning motivation, the concept of the ideal L2 self was proposed in the L2 Motivational Self System (Dörnyei 2005, 2009), suggesting that L2 learners can achieve desirable levels of L2 proficiency when they create vivid ideal L2 images.”
L2 grit: Passion and perseverance for second-language learning (2020, methodology): “Because gritty students are geared toward the long-term goal of learning a new language, it would be interesting to see how their motivation (e.g. Ideal L2 self vs. Ought-to L2 self, Dörnyei, 2009; Teimouri, 2017) is associated with grit.”
Profiling Chinese university students’ motivation to learn multiple languages (2019, methodology): “…to be theorised in terms of integrative and instrumental orientations (Gardner 1985, 2001), but it has been recently conceptualised in terms of the L2 Motivational Self System (L2MSS) (Dornyei 2009) which has become one of the dominant models in L2 motivation research (Boo, Dörnyei, and Ryan 2015).”
Language Learning Motivation as a Complex Dynamic System: A Global Perspective of Truth, Control, and Value (2020, methodology): “Gardner’s (1985) integrative and instrumental motives, and Dörnyei’s (2005, 2009b) L2 future self-guides fall under the motivational principle of value.”
Sixty Years of Language Motivation Research (2017, background): “For example, neither possible selves theory nor self-discrepancy theory, the two parent theories of the L2 MSS, would disapprove of unconscious processes.”
Future selves, enjoyment and anxiety as predictors of L2 writing achievement (2021, background): “These findings align with the motivation-as-quality perspective that has recently been proposed in the field of SLA (Papi, 2016, S. Tahmouresi and M. Papi 2018; Teimouri, 2017).”
The Routledge handbook of English language teaching (2018, background): “Languages such as English or Spanish, as well as any other symbolic system (such as mathematics and music), are symbolic cultural artefacts; they are both content and tools for thinking processes in human beings.”
Empowering teachers to implement a growth mindset (2018, background): “Recently there has been increasing recognition of the importance of how an individual perceives themselves and how this impacts their actions (Dornyei, 2009).”
L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts (2021, positive): “Therefore, both quantitative and qualitative results lend additional weight to the proposition that EFL students who possess more vivid ideal L2 self images are likely to become more willing to communicate in English in the classroom, a similar result that has been found in other EFL countries (Lee ”
The motivational dimension of language teaching (2017, background): “This provides the organizational structure of the article: the first section deals with research on MOTIVATIONAL STRATEGIES (MotS), techniques deployed by teachers to deliberately enhance learner motivation; the second section examines research on L2 classrooms which adopts a particular theoretical ”