Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey

By Z. Dörnyei, Kata Csizér. 2002

652 citations recorded by the source corpus.

Subfields: Gender Studies, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/589974195ab580e6b97afac5bad5027891818503

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Citations in the corpus

Why autonomy? Insights from motivation theory and research (2011, background): “This composite finding led Dörnyei and Csizér (2002) to speculate that the process of identification theorised to define integrative motivation might be better conceived as an internal process of identification within the person’s self concept, rather than identification with an external…”
Contexts of possibility in simultaneous language learning: using the L2 Motivational Self System to assess the impact of global English (2010, background): “In particular, Dornyei and Csizer ( 2002 ) have argued that, where English is available, the desire to learn FLs is likely to be impeded, noting that their Hungarian learners, in common with their counterparts in English-speaking countries, seemed to demonstrate an antipathy to non-world languages (”
Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications (2003, background): “Recently, Dörnyei and Csizér (2002) have contended that the actual term integrativeness may not do justice to the overall and indisputable importance of the concept, as this factor also appears in situations that are very different from that in Canada in that there is no real or potential…”
Language learning motivation, self and identity: current theoretical perspectives (2011, background): “This conceptual shift to the internal domain of the self-concept has been led in particular by the work of Dornyei ( 2005 , 2009 ), who proposed a new model of L2 motivation based on the findings of a major empirical survey of Hungarian teenagers' L2 learning attitudes and motivation (Dornyei & Csi”
Toward a Model of Motivated Vocabulary Learning: A Structural Equation Modeling Approach (2008, background): “Research has shown that learners’ initial motivation to learn an L2 is difficult to sustain and often declines over time (Dörnyei & Csizér, 2002; Gardner, Masgoret, Tennant, & Mihic, 2004; Inbar, Donitsa-Schmidt, & Shohamy, 2001; Tachibana, Matsukawa, & Zhong, 1996).”
Pragmalinguistic Awareness: Is it Related to Motivation and Proficiency? (2005, background): “…of the following ID variables on the noticing of pragmalinguistic features: (1) situation-specific or task motivation (Julkunen 2001; Dörnyei 2002; Dörnyei and Csizér 2002), unlike the current study that focused on the effect of ‘trait motivation’; (2) willingness to communicate (McCroskey and…”
Motivation of UK school pupils towards foreign languages: a large-scale survey at Key Stage 3 (2007, neutral): “Dörnyei and collaborators, for instance, in a series of studies (Dörnyei, 1990; Clément et al., 1994; Dörnyei & Csizér, 1998, 2002; Dörnyei & Kormos, 2000; Csizér & Dörnyei, 2005), have proposed a much finer-grained re-analysis of the original AMTB categories using factor analysis and…”
The Influence of Attitudes and Affect on Willingness to Communicate and Second Language Communication (2004, neutral): “The ‘‘possible selves’’ and ‘‘ideal selves’’ Dörnyei (2003) cited (from Markus and Nurius, 1986) in his discussion might be helpful for understanding the motivation process of Japanese learners.”
The dynamic nature of motivation in language learning: A classroom perspective (2012, methodology): “…out to capture the learners’ reasons for learning English, adopting as a point of reference the theory of L2 motivational self system (Dörnyei, 2009; Dörnyei & Csizér, 2002), to explore the modifications these motives undergo over time, and to gauge the extent to which they can be related to…”
Language learner beliefs and study abroad: A study on English as a lingua franca (ELF) (2014, result): “Similar to previous research (e.g., Dörnyei & Csizer, 2002; Dörnyei, Csizer, & Nemeth, 2006; Kalocsai, 2009; Virkkula & Nikula, 2010), the study abroad students in this study came to recognize that English has a strategic position around the globe as a lingua franca and believe that it will…”