'French is the Language of Love and Stuff': Student perceptions of issues related to motivation in learning a foreign language

By Marion Williams, Robert Burden, U. Lanvers. 2002

367 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5ba1ae0cd7e8df0c06902c27fb8effaff6bf72a6

How researchers see this paper

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

In Education

1. Z. Dörnyei
2. M. Lamb
3. Fakieh Alrabai
4. A. Doiz
5. D. Lasagabaster
6. E. Medford
7. Ashley Ruesch
8. Á. Galaczi

In Language and Linguistics

1. D. Lasagabaster
2. M. Lamb
3. Z. Dörnyei
4. Alastair Henry
5. K. Rajagopalan
6. A. Heras
7. A. Doiz
8. Fakieh Alrabai

In Social Psychology

1. Z. Dörnyei
2. Ashley Ruesch
3. Á. Galaczi
4. A. Heras
5. E. Medford
6. James A. Coleman
7. K. Rajagopalan
8. S. Troudi

Citations in the corpus

• English achievement and student motivation in CLIL and EFL settings (2011, background): “Some studies (Chambers 1999 ; Williams, Burden, and Lanvers 2002 ) have demonstrated that motivation wanes in formal school settings over sustained periods.”
• The impact of CLIL on affective factors and vocabulary learning (2015, background): “A study conducted by Xanthou (2007) in public (state) primary schools in Cyprus with students aged 11 revealed that CLIL may provide more opportunities not only to activate the learner’s previous knowledge and to learn vocabulary in context, but also to actively process new vocabulary.”
• Learner strategies and self-efficacy: Making the connection (2007, background): “In recent years, several studies have suggested that learners in England tend to make negative or maladaptive attributions for doing less well in foreign languages, blaming such factors as task difficulty or ‘low ability’ (see Williams & Burden, 1999 ; Graham, 2002 , 2004 ; Williams et al , 200”
• Integrative Motivation in a Globalizing World. (2004, result): “These figures contrast starkly with findings in Britain, for example, where academic and public media seem to agree that foreign languages are among the least popular subjects at school (e.g. Chambers, 1998, Williams et al., 2002).”
• Motivation of UK school pupils towards foreign languages: a large-scale survey at Key Stage 3 (2007, positive): “125, 131, 135), boys tend to like German and dislike French while the opposite is true of girls (Williams et al., 2002), and the gender gap in take-up persists (Blenkinsop et al.”
• Gender Differences in Motivation to Learn French (2006, background): “In response, some British researchers (Williams et al., 2002) have proposed introducing students to other foreign languages, such as German and Spanish, before offering courses in French.”
• An Investigation into the Changes in Perceptions of and Attitudes Towards Learning English in a Malaysian College. (2006, background): “Williams and Burden (1997); and Williams, Burden, and Lanvers (2002) have concentrated on students’ attitudes towards and motivation to learn a second or foreign language.”
• The Effects of Teachers’ In-Class Motivational Intervention on Learners’ EFL Achievement (2016, result): “Although no research is yet reported on gender differences and motivational strategy use, it seems likely that any study of this type on female participants would have similar or better results based on the evidence reported by several studies that females are usually more motivated to learn the for”
• Motivation and gender in the Japanese EFL classroom (2006, result): “As a matter of fact, this assumption is congruent with findings of some foreign language studies that indicate greater motivation and more favourable attitudes in female students (Burstall et al., 1974; Pritchard, 1987; Williams et al., 2002; Jones and Jones, 2001).”
• Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications (2003, background): “As part of a bigger study, Williams, Burden, and Lanvers (2002) have recently examined British schoolchildren’s strategy use and concluded that ‘‘most participants appeared to have great difficulty in discussing different aspects of their metacognitive strategy use and conveyed a lack of sense of…”