Motivating learners to speak as themselves

By E. Ushioda. 2011

215 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/54bcbcf333175b471f12fb133de3e55e83cacc7c

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Citations in the corpus

L2 motivation, anxiety and self-efficacy: The interrelationship of individual variables in the secondary school context (2013, methodology): “As a result, an increasing number of longitudinal investigations have looked into how and why motivational changes happen (Dörnyei & Ushioda, 2011).”
The motivational dimension of language teaching (2017, background): “Block (2007), Kramsch (2009), Norton & Toohey (2011) and others have stressed the potential of digital technologies for ‘trying out new and alternative identities and modes of selfpresentation . . . without posing a threat to students’ real-world identities and private selves’ (Ushioda 2011b: 207).”
Directed Motivational Currents: Using vision to create effective motivational pathways (2013, background): “In order for a visualisation to be truly internalised, and therefore effective from a motivational standpoint, all areas of a person’s transportable identity must be embraced, creating a vision which reflects not only their personal context but all aspects of their character (Richards, 2006; Ushioda”
Language learning motivation, self and identity: current theoretical perspectives (2011, background): “…of the Dogme approach, the motivational importance of orienting to students’ own preferred identities (rather than their L2 learner identities) is clearly illustrated in a study of language classroom talk by Richards (2006; for further discussion of this study, see also Ushioda, 2011).”
Re-Envisioning the Roles, Tasks, and Contributions of Language Teachers in the Multilingual Era of Language Education Research and Practice. (2016, background): “be required in relation to the kinds of language practices that are promoted, tolerated, or discouraged in classrooms, schools, and beyond (Faltis, 2015; Razfar, 2012; Varghese, 2008) or to the conduct of interpersonal interactions between people in the classrooms (Burnett, 2011; Richards, 2006; Ush”
Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-Service Teachers' Practicum Experiences. (2017, background): “A few suggestions for positive steps in that direction include allowing pre-service teachers to speak their minds (Ushioda, 2011), focusing on their interests in classroom teaching, engaging them in group learning projects, and seeking their assistance in designing and organizing extracurricular…”
The Anatomy of Directed Motivational Currents: Exploring Intense and Enduring Periods of L2 Motivation (2015, background): “As Ushioda (2011) frames it, the learner’s TLspeaking self becomes immanently connected to actual lived experiences and to the central characteristics (e.g., sex, age, ethnicity, and various enduring personal preferences) of their own “transportable identities” (p. 16; see also Zimmerman, 1998).”