Sixty Years of Language Motivation Research

By Ali H. Al-Hoorie. 2017

154 citations recorded by the source corpus.

This article offers a historical analysis of the major themes that the language motivation field has examined in its 60-year history. The discussion starts by briefly reviewing the social-psychological and the situated–cognitive periods. The former was primarily concerned with affective factors in intergroup relations, while the latter with learners in classroom contexts. The second half of the article surveys a number of emerging themes in the field to highlight major findings and potential future directions. These themes include the dynamic, affective, unconscious, and long-term aspects of motivation to learn English and other languages, as well as the implications of the pervasive presence of technology in daily life.

Subfields: Language and Linguistics, Literature and Literary Theory, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/21e13a58a024a58b2297ddcaf28398ebf7458a13

How researchers see this paper

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

In Language and Linguistics

1. Phil Hiver
2. Chengchen Li
3. Ali H. Al-Hoorie
4. Saerom Yun
5. Ju Seong Lee
6. Jean–Marc Dewaele
7. Mostafa Papi

In Literature and Literary Theory

1. Phil Hiver
2. Chengchen Li
3. Ali H. Al-Hoorie
4. Saerom Yun
5. Mostafa Papi

In Human-Computer Interaction

1. Chengchen Li
2. Phil Hiver

Citations in the corpus

• The L2 motivational self system: A meta-analysis (2018, background): “This is especially because conscious thought suffers from substantial blind spots when it comes to predicting how one will actually behave (see Al-Hoorie, 2015, 2016a, 2016b, 2017b, for a more detailed discussion).”
• A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement (2019, background): “‘Positive renaissance’ in SLA Dovetailing with the tradition in general educational psychology, in the field of SLA, emotion-related variables were traditionally overlooked as ‘irrational factors’ (Al-Hoorie 2017; Piniel andAlbert 2018).”
• ACADEMIC BUOYANCY (2018, background): “…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).”