The language-learning self, self-enhancement activities, and self perceptual change

By R. Sampson. 2012

106 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/5df3ff535b04f5c7a9a49d570d9e22903f2e7187

How researchers see this paper

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

In Language and Linguistics

1. M. Lamb
2. Z. Dörnyei
3. D. Lasagabaster
4. Ali H. Al-Hoorie
5. Kata Csizér
6. Mostafa Papi
7. Letty Chan
8. Y. Teimouri

In Literature and Literary Theory

1. D. Lasagabaster
2. M. Lamb
3. Z. Dörnyei
4. Kata Csizér
5. Mostafa Papi
6. Ali H. Al-Hoorie
7. Letty Chan
8. C. You

Citations in the corpus

• The motivational dimension of language teaching (2017, background): “…with Japanese Majors in English, one an action research cycle involving various tasks designed to elaborate and strengthen their ideal L2 selves (Sampson 2012), the other involving extended role-playing as international ‘experts’ using English (Munezane 2013) also provided 3 1 8 M A R T I N L A…”
• Motivation, Vision, and Gender: A Survey of Learners of English in China (2016, background): “Other studies (e.g., Chan, 2014; Mackay, 2014; Magid, 2014; Sampson, 2012) have investigated the impact of imagery intervention in various L2 courses and have consistently reported that increased visualization resulted in improved motivation after the training programs.”
• Motivation and Vision: An Analysis of Future L2 Self Images, Sensory Styles, and Imagery Capacity Across Two Target Languages (2013, background): “…has been offered by recent intervention studies in which various possible selves enhancement activities were employed to facilitate future identity formation and to strengthen students’ future self images (Fukada, Fukuda, Falout, & Murphey, 2011; Jones, 2012; Magid & Chan, 2012; Sampson, 2012).”
• The relationship between motivation, gender, L1 and possible selves in English-medium instruction (2016, background): “…to focus their language learning possible self-images can strengthen motivation, as ‘initially consulting with learners about their self-images might help to empower the course-planner to create motivating lessons through activities enhancing the selfimages of learners’ (Sampson, 2012, p. 332).”