Exploring Motivational Profiles through Language Learning Narratives.
By Amy S. Thompson, Camilla Vásquez. 2015
118 citations recorded by the source corpus.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/21b0d7ed61785b9711dc356ef1cb419aa41f6bf0
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In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- The L2 motivational self system: A meta-analysis (2018, background): “For example, Thompson and Vásquez (2015) conducted a narrative study on three language teachers and argued that their data indicate a distinction between an ought-to L2 self and an anti-ought-to L2 self, the latter referring to one’s own desires that are at odds with what the others expect from the…”
- The Motivational Foundation of Learning Languages Other Than Global English: Theoretical Issues and Research Directions (2017, background): “In line with this, Thompson and Vásquez (2015) report a case study of Alex, an American learner of Chinese, who was told by his Chinese teacher early on that he was no good at this language and therefore he should choose another language to study.”
- Profiling Chinese university students’ motivation to learn multiple languages (2019, background): “Through this lens, the rebellious stance of Anglophone learners observed in previous studies (Oaks 2013; Thompson and Vásquez 2015; Lanvers 2016; Thompson 2017) can be seen as emerging from the discrepancy between one’s ideal/own and Other influences in a challenging context (Lanvers 2016, 2017;…”