Second Language Orientation and Self-Determination Theory
By Tae‐Il Pae. 2008
161 citations recorded by the source corpus.
Subfields: Communication, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/4e410f1eff50f2978379c0f3f8f601fbef4dd8fb
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In Communication
In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- Motivation and English Achievement: An Exploratory and Confirmatory Factor Analysis of a New Measure for Chinese Students of English Learning (2008, background): “These results are consistent with other research (Tae-II, Pae, 2008; Yi-Guang Lin, et. al.”
- Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context (2014, unknown): “…however, the SDT orientations tended to better predict aspects of motivation related to learning engagement, whereas the integrative orientation tended to better predict motivational aspects related to cultural and community engagement (see also Kimura, Nakata, & Okumura, 2001; Pae, 2008).”
- Intrinsic motivation of Chinese learning in predicting online learning self-efficacy and flow experience relevant to students’ learning progress (2017, background): “…(2001) mentioned motivational orientations as the underpinning reasons for learning a second language, while Bernaus and Gardner (2008) as well as Pae (2008) postulated that intrinsic motivation is connected directly or indirectly through the mediating effects of other individual difference…”
- The Impact of Motivation on English Language Learning (2016, background): “Gardner and Lambert (1980 as cited in Pae, 2008) expressed that to learn an L2, one must have an attitude towards that community.”