Motivational Strategies in the Language Classroom: Index

By Z. Dörnyei. 2001

1,385 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5b857ed262eb7ccf97cd575854605bec29058fe6

How researchers see this paper

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

Citations in the corpus

The relationship between listening and other language skills in International English Language Testing System (2012, background): “Returning to a high correlation between listening and reading, Dörnyei (2001) maintained that focusing on the situation contributes significantly to the motivation of a particular task.”
Toward a Model of Motivated Vocabulary Learning: A Structural Equation Modeling Approach (2008, methodology): “…goal and make proper attributions Language Learning 58:2, June 2008, pp. 357–400 368 for their success are also more likely to sustain their high self-efficacy, positive attitude, and emotional climate for the subsequent task execution (Dörnyei, 2001b; Pintrich & Schunk, 2002; Weiner, 1986, 1992).”
Giving up on Modern Foreign Languages? Students' Perceptions of Learning French (2004, background): “Dörnyei (2001), discussing the promotion of effort attributions, suggested that teachers should model these attributions themselves, perhaps by thinking aloud while demonstrating a language task and emphasising how persistence will lead to success.”
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).”
Self-Determination and Classroom Engagement of EFL Learners: A Mixed-Methods Study of the Self-System Model of Motivational Development (2019, background): “…and supportive atmosphere in language classrooms and establishing good relationships of mutual trust and respect between teachers and learners (Dörnyei, 2001), it may be that language learners find that answering teacher-directed questions or participating in teacher-provided learning…”
A New Approach to Assessing Strategic Learning: The Case of Self-Regulation in Vocabulary Acquisition (2006, methodology): “Our model indicates that self-regulation can be broken into five facets, as outlined by Dörnyei (2001): commitment control, metacognitive control, satiation control, emotion control, and environmental control.”
Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context (2014, unknown): “Subsequently D€ornyei (2001) elaborated over 130 theoretically and empirically based motivational strategies that teachers might use.”
Practices and Prospects of Learner Autonomy: Teachers' Perceptions (2013, background): “If students are actively involved in determining the classroom and group norms, they naturally tend to abide by these rules without teachers’ having to exercise their authority (Dörnyei, 2001; Benson, 2001).”
Teacher Motivational Practice, Student Motivation, and Possible L2 Selves: An Examination in the Iranian EFL Context (2012, background): “Based on these models, a number of attempts have been made to conceptualize sets of strategies that can make real contributions to learners’ motivation to learn an L2 or foreign language (e.g., D¨ornyei, 2001, 2006, 2008; D¨ornyei & Csiz´er, 1998; Williams & Burden, 1997).”