Motivation, Language Attitudes and Globalisation

By Z. Dörnyei, Kata Csizér, N. Németh. 2006

485 citations recorded by the source corpus.

Introduction 1 BACKGROUND INFORMATION AND THEORY 2. METHOd 3 LANGUAGE ATTITUDES AND MOTIVATION IN HUNGARY: FROM 1993 TO 20044 MODIFYING FACTORS IN LANGUAGE ATTITUDES AND MOTIVATION: GENDER, GEOGRAPHICAL LOCATION AND SCHOOL INSTRUCTIOn 5 THE INTERNAL STRUCTURE OF LANGUAGE LEARNING MOTIVATIOn 6 LANGUAGE LEARNERS' MOTIVATIONAL PROFILEs 7 THE EFFECTS OF INTERCULTURAL CONTACT ON LANGUAGE ATTITUDES AND LANGUAGE LEARNING MOTIVATIONSUMMARY AND CONCLUSIONBIBLIOGRAPHY/ APPENDICES

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/3497019c2331276263659d601968edfcdb4b52d6

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. A. Heras
2. D. Lasagabaster
3. A. Doiz
4. Mostafa Papi
5. Deniz Ortaçtepe
6. E. Kaypak
7. M. Lamb
8. Y. Teimouri

In Literature and Literary Theory

1. D. Lasagabaster
2. A. Heras
3. A. Doiz
4. Mostafa Papi
5. Deniz Ortaçtepe
6. E. Kaypak
7. M. Lamb
8. Do Coyle

Citations in the corpus

• A Longitudinal Study on the Impact of CLIL on Affective Factors (2015, methodology): “…styles and Downloaded from https://academic.oup.com/applij/article-abstract/38/5/688/2952208/A-Longitudinal-Study-on-the-Impact-of-CLIL-on by UNIVERSIDAD DEL PAIS VASCO user on 16 October 2017 information that are part of the global culture’ (Arnett 2002: 777, in Dörnyei et al. 2006: 92).”
• The relationship between motivation, gender, L1 and possible selves in English-medium instruction (2016, background): “…Motivational Self System has been tested in mainly monolingual education contexts in which English represents the L2 such as Hungary (Dörnyei, 2010; Dörnyei et al., 2006), China, Japan and Iran (Ryan, 2009; Taguchi et al., 2009), the present study was undertaken in an officially bilingual context…”
• The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach (2010, background): “In the studies mentioned above (Csize´r and Kormos, 2009; Taguchi et al., 2009), this dimension of the L2 motivational self system showed the strongest impact on motivated behavior.”
• Language learner beliefs and study abroad: A study on English as a lingua franca (ELF) (2014, methodology): “Going back to Firth’s (1996) definition of ELF as a contact language, the Turkish exchange students’ experiences in ELF communities can be identified as a process of (re)prioritization of English for communicative purposes rather than a system of nativespeaker norms.”