New themes and approaches in second language motivation research

By Z. Dörnyei. Annual Review of Applied Linguistics, 2001

465 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/419f20799297aa2b226edb41c2b6fe05c6c4357c

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Citations in the corpus

Student and teacher perceptions of motivational strategies in the foreign language classroom (2012, unknown): “To account for the constant ‘flux’ in learners’ motivation, Dornyei and Otto ( 1998 ); see also Dornyei 2000 , 2001a , 2001b ) proposed a process-oriented model of motivation that divides the motivational process into discrete temporal segments, from the preactional stage (the generation of motiv”
The Impact of Study Abroad on Students' Self-Efficacy Perceptions (2012, background): “While choice motivation is certainly important in explaining why learners undertake the study of an FL, this factor alone is insufficient to explain why learners persist (or desist) in their language learning endeavors over time (Dörnyei, 2001).”
Motivating Students in the EFL Classroom: A Case Study of Perspectives. (2011, background): “L2 motivation was then seen as influenced by learners’ attitudes towards social perceptions of the L2 and its speakers, their interethnic contact and the resulting degree of linguistic self-confidence (Dornyei, 2001a).”
Demotivation: Understanding Resistance to English Language Learning - The Case of Vietnamese Students (2007, background): “…indicate that motivation is one of the main determining factors in an individual‟s success in developing a second (L2) or foreign language (FL) (see, e.g., Dornyei, 1990, 2001a, 2001b; Gardner, Lalonde, Moorcroft, & Evers, 1985; Oxford & Shearin, 1994; Scarcella & Oxford, 1992; Warden & Lin, 2000).”
An Exploration of Foreign Language Anxiety and English Learning Motivation (2011, result): “Also, it is understandable that the participants were fairly motivated to learn English for various pragmatic reasons such as for a better job, more money, high marks, and personal development, as found in a range of other studies [5, 24, 28, 43, 44, 51, 52].”
THE ROLE OF STUDENTS ATTITUDES AND MOTIVATION IN SECOND LANGUAGE LEARNING IN ONLINE LANGUAGE COURSES (2013, methodology): “This interest may reflect the widespread perception of classroom teachers who tend to regard student motivation as the most important factor in educational success in general (Dörnyei, 2001b).”
The Relationship between English Language Learner Characteristics and Online Self-regulation: A Structural Equation Modeling Approach (2020, result): “As expected, one major finding in this study supported the belief that online English learning motivation mediated the association between online English learner beliefs and online self-regulated English learning [18,19,36,74,75].”
Motivation and Test Anxiety in Test Performance across Three Testing Contexts: The CAEL, CET, and GEPT. (2014, background): “Motivation is generally considered one of the most important and well-researched determinants of students’ second language performance, but there is little agreement on the precise relationship between motivation and performance, or even on how to precisely define the construct itself (D€ ornyei, 20”
Relationships among Motivation Orientations, Metacognitive Awareness and Proficiency in L2 Listening. (2005, methodology): “AM is not to be confused with demotivation which refers to a reduction of motivation due to some specific external force (Dörnyei 2001a).”
Sociodemographic, Psychological and Politicocultural Correlates in Flemish Students' Attitudes towards French and English (2005, background): “Attitudes are one of the central affective variables of language learning (MacIntyre & Gardner, 1994), together with personality (Dewaele & Furnham, 1999; MacIntyre, 1999) and motivation (Dörnyei, 2000, 2001a, 2001b, 2003b).”
The Use of Motivational Strategies in Language Instruction: The Case of EFL Teaching in Taiwan (2007, background): “Since then, Dörnyei (2001b) has produced a more comprehensive and systematic framework of motivational strategies and therefore the questionnaire used in the current study has been revised on the basis of this.”
Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications (2003, background): “In a recent summary of the available practical knowledge on motivating language learners (Dörnyei, 2001b), I have provided a comprehensive framework of a motivational teaching practice consisting of four main dimensions (Figure 4): 1.”
Learning Chinese abroad: the role of language attitudes and motivation in the adaptation of international students in China (2010, background): “Dörnyei (2001) and Oxford and Ehrman (1992) proposed that learners’ attitudes and motivation were important for increased language competence and L2 proficiency.”
Towards a Better Understanding of the Dynamic Role of the Distance Language Learner: Learner perceptions of personality, motivation, roles, and approaches (2006, background): “It is now generally acknowledged that affective factors, in particular motivation, are critical to effective learning and often convincing predictors of language success or failure (Dörnyei, 2001a; Oxford & Shearin, 1994; Ushioda, 1996).”