3. Motivation, anxiety and emotion in second language acquisition

By P. Macintyre. 2002

216 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3cec1f60e081587ff1f5a86edccdd4b6d1f08a7b

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In Language and Linguistics

Citations in the corpus

L2 SELVES, EMOTIONS, AND MOTIVATED BEHAVIORS (2016, background): “The study of learners’ emotional reactions, for instance, can account for differences between engaged and unengaged learners, explaining why some learners with motivational goals are not stimulated enough to take action (MacIntyre, 2002; also see Prior & Kasper, 2016).”
Individual Differences and the Ergodicity Problem (2018, background): “Recently, relatively unexplored areas have been added, such as emotion (MacIntyre, 2002), holistic individual personality (McAdams & Pals, 2006), narrative identity (Dörnyei & Ryan, 2015), and circadian rhythm (De Bot, 2013).”
Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning (2015, background): “Emotion “functions as an amplifier, providing the intensity, urgency, and energy to propel our behavior” in “everything we do” (MacIntyre, 2002a, p. 61).”
The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment (2019, background): “The interest in emotion in SLA predated the emergence of Positive Psychology in the field (Arnold, 1999; Dewaele, 2005, 2011, MacIntyre, 2002).”
Advanced learners’ foreign language-related emotions across the four skills (2018, background): “In recent years a more explicit focus on different emotions present in the classroom has emerged, particularly since the turn of the millennium (Dewaele, 2005, 2010; MacIntyre, 2002).”
Language Learners' Motivational Profiles and Their Motivated Learning Behavior. (2005, background): “Gardner, R. C. (1985).”
The inseparability of cognition and emotion in second language learning (2011, background): “In the SLA research, perhaps because anxiety has been seen to be more readily measurable than other emotions, there is a large and significant literature on foreign language anxiety (e.g. Horwitz, Horwitz & Cope 1986; MacIntyre 2002) and its impact on language learning.”
Pragmalinguistic Awareness: Is it Related to Motivation and Proficiency? (2005, background): “…(2) willingness to communicate (McCroskey and Richmond 1991; MacIntyre et al. 1998; MacIntyre et al. 1999; MacIntyre et al. 2001); (3) emotion (MacIntyre 2002); (4) learning strategies and instructional preferences (Schmidt and Watanabe 2001); and (5) aptitude (Robinson 1995b, 1997,…”
Interactional Feedback and the Impact of Attitude and Motivation on Noticing L2 Form (2011, result): “This finding is inline with previous studies (e.g., Clément & Gardner, 2001; Cohen & Dörnyei, 2002; Dörnyei & Skehan, 2003; MacIntyre, 2002), confirming the stimulant role of motivation in language but this time in a process-oriented manner.”
Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications (2003, background): “The past few years have seen a number of comprehensive summaries of relevant research (e.g., Clément & Gardner, 2001; Dörnyei, 2001a, 2001c; MacIntyre, 2002), and the chapters in this volume also offer theoretical overviews.”