L2 SELVES, EMOTIONS, AND MOTIVATED BEHAVIORS

By Y. Teimouri. Studies in Second Language Acquisition, 2016

259 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/48c3e75836875430ac276aad116ce343afb04446

How researchers see this paper

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

In Experimental and Cognitive Psychology

1. Luke Plonsky
2. Mostafa Papi
3. Xian Zhang
4. Chunmei Pan
5. Somayeh Tahmouresi
6. Kazuya Saito
7. Ali H. Al-Hoorie
8. Y. Teimouri

In Language and Linguistics

1. Ali H. Al-Hoorie
2. Y. Teimouri
3. Mostafa Papi
4. Xian Zhang
5. Luke Plonsky
6. Chunmei Pan
7. Somayeh Tahmouresi
8. Kazuya Saito

In Social Psychology

1. Somayeh Tahmouresi
2. Y. Teimouri
3. Mostafa Papi
4. Luke Plonsky
5. Ali H. Al-Hoorie
6. Xian Zhang
7. Chunmei Pan
8. Farhad Tabandeh

Citations in the corpus

• L2 grit: Passion and perseverance for second-language learning (2020, methodology): “Because gritty students are geared toward the long-term goal of learning a new language, it would be interesting to see how their motivation (e.g. Ideal L2 self vs. Ought-to L2 self, Dörnyei, 2009; Teimouri, 2017) is associated with grit.”
• SECOND LANGUAGE ANXIETY AND ACHIEVEMENT (2019, background): “…& Gardner, 1994a; Young, 1986), cognitive processing (e.g., MacIntyre & Gardner, 1994a, 1994b), motivation (e.g., Papi, 2010; Papi & Teimouri, 2014; Teimouri, 2017), and willingness to communicate in a second language (L2 WTC) (e.g., Hashimoto, 2002; Khajavy, MacIntyre, & Barabadi, 2018;…”
• Future selves, enjoyment and anxiety as predictors of L2 writing achievement (2021, methodology): “These findings align with the motivation-as-quality perspective that has recently been proposed in the field of SLA (Papi, 2016, S. Tahmouresi and M. Papi 2018; Teimouri, 2017).”
• The L2 motivational self system: A meta-analysis (2018, background): “These comments generally refer to the ideal L2 self specifically (see also Ghanizadeh, Eishabadi, & Rostami, 2016, p. 15; Henry & Cliffordson, 2015, p. 20; Islam, Lamb, & Chambers, 2013, p. 238; Teimouri, 2017, p. 683).”
• A longitudinal study of foreign language anxiety and enjoyment (2021, methodology): “The finding related to the correlation between FLE and ideal L2 self is consistent with previous studies that also found positive correlations between the two (Saito et al., 2018; Teimouri, 2017).”
• Mindsets as sources of L2 speaking anxiety and self-confidence: the case of international teaching assistants in the U.S. (2021, background): “…though a couple of studies have shown the connection between goal-related motivational constructs and L2 anxiety (Papi 2010; Papi and Teimouri 2014; Teimouri 2017), the present study is the fi rst one that employs Dweck ’ s theory to directly examine how mindsets as dispositional characteristics…”
• ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE (2017, background): “Recent developments in positive psychology (MacIntyre & Mercer, 2014) emphasize that, for a complete picture of the role of emotion in language learning, positive emotions should be examined alongside negative emotions in research (MacIntyre & Vincze, 2017; Teimouri, 2016).”
• Effects of Second Language Pronunciation Teaching Revisited: A Proposed Measurement Framework and Meta‐Analysis (2019, background): “…researchers in pronunciation teaching to consider going one step further by applying psychometric ‘corrections’ to their analyses when suboptimal reliability estimates are obtained (see Muchinsky, 1996; for recent examples in applied linguistics, see Llosa & Malone, in press, and Teimouri, 2017).”