Integrative Motivation in a Globalizing World.
By M. Lamb. 2004
530 citations recorded by the source corpus.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/2c00977398e512e129e88006744d1ec8392cdfe7
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Citations in the corpus
- Self-regulated out-of-class language learning with technology (2011, background): “Similar activities were also found to be common among junior high school students based on case studies of a few motivated Indonesian English learners (Lamb, 2004).”
- Dynamics of selves and motivation: a cross‐sectional study in the EFL context of Iran (2012, background): “…of learning motivation (e.g. Dörnyei 1994; Oxford and Shearin 1994), illegibility at the current age of globalization (e.g. Dörnyei and Csizér 2002; Lamb 2004; McClelland 2000), and inability to capture the complexity of the new conceptualizations of social identity (e.g. Norton 1995; McNamara…”
- CLIL and motivation: the effect of individual and contextual variables (2014, background): “In the same light, Lasagabaster’s study (2003) carried out with university students suggested that motivation stabilises after secondary education. Muñoz (2008) adds another important variable to the issue regarding the relationship between language learning success and age.”
- Looking into EFL students’ perceptions in listening by using English movie videos on YouTube (2014, background): “A study on proficiency and motivation by Lamb (2004) with 219 first year students in Indonesia revealed that even though the students had had contacts with English in their environment e.g. magazines, books, TV, music, etc., the students‟ proficiency was still low.”
- The Changing Face of Motivation: A Study of Second Language Learners' Motivation over Time. (2011, background): “Rather, it is conceived of more broadly as an openness and respect for the L2 speaking community (Dörnyei, 2005), or as in the case of English, as an interest in becoming a member of a global English speaking community (Lamb, 2004, 2009; Yashima, 2009).”
- An Exploration of Foreign Language Anxiety and English Learning Motivation (2011, result): “32 on IntegM, both slightly above the scale midpoints 18 and 36, respectively, show that the respondents were only moderately intrinsically as well as integratively motivated to learn English, contrary to Liu’s [28] but consistent with Lamb’s [53] (which studied integrative motivation of 219 Indones”
- Sixty Years of Language Motivation Research (2017, background): “Some integrative and instrumental orientations have also become hardly distinguishable (Lamb, 2004).”
- Language Motivation in a Reconfigured Europe: Access, Identity, Autonomy (2006, background): “Individuals may thus aspire to ‘a vision of an English-speaking, globally involved but nationally responsible future self’ (Lamb, 2004: 16), while changes in their motivation to learn English may partly be explained with reference to changing perceptions and reconstructions of their identities,…”
- Profiling Chinese university students’ motivation to learn multiple languages (2019, background): “Previous research on L2 motivation has highlighted the facilitating role of international posture in non-Anglophone learners’ L2 English motivation (Lamb 2004, 2009; Kormos and Csizér 2008; Yashima 2009).”
- The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach (2010, background): “…motivation (e.g., Do¨rnyei, 1994; Oxford and Shearin, 1994), illegibility at the current age of globalization (e.g., Do¨rnyei and Csize´r, 2002; Lamb, 2004; McClelland, 2000), and, as a result, the inability to capture the complexity of the new conceptualizations of social identity (e.g.,…”