Motivation, Gender, and Possible Selves

By Alastair Henry, C. Cliffordson. 2013

95 citations recorded by the source corpus.

Subfields: Communication, Gender Studies, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/2f08adfeb99c7cedff73903679eaed73cb6034eb

How researchers see this paper

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

In Communication

1. C. You
2. M. Lamb
3. Kata Csizér
4. Z. Dörnyei

In Gender Studies

1. Z. Dörnyei
2. Kata Csizér
3. C. You
4. M. Lamb
5. M. Pawlak
6. Mostafa Papi
7. E. Ushioda
8. Alastair Henry

In Language and Linguistics

1. Z. Dörnyei
2. M. Lamb
3. Kata Csizér
4. Mostafa Papi
5. Ali H. Al-Hoorie
6. C. You
7. Y. Teimouri
8. E. Ushioda

Citations in the corpus

• The motivational dimension of language teaching (2017, background): “Henry (2013) offers a distinct motivational rationale for the use of CALL in L2 classrooms.”
• Motivation, Vision, and Gender: A Survey of Learners of English in China (2016, background): “In a follow-up study, Henry and Cliffordson (2013) further argued that females’ greater concern with interpersonal interaction and investing in self–other relationships makes it easier for them to envision themselves in future L2 communication situations, which in turn allows for the development of…”
• A structural model for perceptual learning styles, the ideal L2 self, motivated behavior, and English proficiency (2014, unknown): “Perceptual learning styles include visual, auditory, kinesthetic, and tactile. The characteristics of the styles are well-elaborated in several works in Reid (1995) which include surveys of sensory preferences (e.”