Learning Spanish as a Second Language: Learners’ Orientations and Perceptions of Their Teachers’ Communication Style

By Kimberly A. Noels. 2001

502 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6fb2b9fce5252349cd7decca17b48b586272484a

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In Developmental and Educational Psychology

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In Social Psychology

Citations in the corpus

Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System (2019, unknown): “For example, Taguchi (2013) and Taguchi, Magid, and Papi (2009) referred to it as “Attitudes to learning English,” Kormos, Kiddle, and Csizér (2011) as “L2 learning attitude,” while Csizér and Kormos (2009) used the term “L2 learning experience” and Papi (2010) “English learning experience.”
Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings (2017, background): “With respect to classroom social climate and L2 learning in particular, research conducted byNoels and colleagues (Noels, 2001;Noels, Clément, & Pelletier, 1999) is noteworthy as their results indicate an important link between students' perceptions that their teachers' instructional style was…”
Willingness to communicate of EFL learners in Turkish context (2015, background): “…and Kruidenier, 1985), selfdetermination theory (Deci & Ryan, 2002) with its three interrelated substrates, i.e. intrinsic, extrinsic and integrative (Noels, 2003), and socioeducational theory play a crucial role in learning a L2 in both English as a second and foreign language (ESL/EFL) contexts.”
Dynamics of selves and motivation: a cross‐sectional study in the EFL context of Iran (2012, methodology): “To this purpose, Dörnyei (2005; 2009) drew on and synthesized well-known paradigms from L2 motivation research (e.g. Ushioda 2001; Noels 2003), and motivational psychology (e.g. Higgins’ self-discrepancy theory 1987; Markus and Nurius’ theory of possible selves 1986), and proposed the L2…”
THE DEVELOPMENT OF SELF-DETERMINATION ACROSS THE LANGUAGE COURSE (2019, unknown): “…been associated with more self-determined motivational orientations, including identified, integrated, and intrinsic motivations (Carreira, 2012; Chaffee et al., 2014; Noels, 2001a, 2001b; Noels, Clément, & Pelletier, 1999; Noels, Pelletier, Clément, & Vallerand, 2000; Tanaka, 2009; Wu, 2003).”
Motivating English learners by helping them visualise their Ideal L2 Self: lessons from two motivational programmes (2012, background): “The theory offers a synthesis of recent conceptualisations of L2 motivation (e.g. Noels 2003; Ushioda 2001) and research in personality psychology on possible selves (e.g. Markus and Nurius 1986).”
BASIC PSYCHOLOGICAL NEEDS, MOTIVATIONAL ORIENTATIONS, EFFORT, AND VOCABULARY KNOWLEDGE (2021, background): “With regard to the predictive power of SDT orientations, previous studies have supported the associations between autonomous motivation and different learning outcomes (Ryan & Deci, 2020), such as with regard to intention to persist (McEown et al., 2014; Noels, 2001; Noels et al., 1999), engagement ”
Intrinsic motivation of Chinese learning in predicting online learning self-efficacy and flow experience relevant to students’ learning progress (2017, unknown): “In brief, the results of this study revealed evidence to support the research hypotheses and structural model: First, IMCL could positively predict online learning self-efficacy and flow experience; second, both online learning self-efficacy and flow experience could also serve as predictors of lear”
L2 SELVES, EMOTIONS, AND MOTIVATED BEHAVIORS (2016, background): “…scope of L2 motivation by reforming and synthesizing L2 Selves, Emotions, and Motivated Behaviors 683 our previous understandings of L2 learners’ motivation (e.g., Noels, 2003; Ushioda, 2001) within theories of possible selves in mainstream psychology (e.g., Higgins, 1987; Markus & Nurius, 1986).”
Student and teacher perceptions of motivational strategies in the foreign language classroom (2012, unknown): “Other studies have demonstrated that learners ’ perceptions of autonomy-supporting versus controlling teacher behavior influence the extent of learners ’ intrinsic motivation (Noels 2001, 2003).”
The Motivational Foundation of Learning Languages Other Than Global English: Theoretical Issues and Research Directions (2017, background): “…need to replace ‘integrativeness’ with a more holistic concept, and a synthesis of Markus and Nurius’s (1986) possible self theory with four strands in L2 motivation research—by Gardner (1985), Dörnyei (1994), Noels (2001), and Ushioda (2001)—led to the formation of the L2 Motivational Self System.”
The motivational dimension of language teaching (2017, background): “Noels (2001) speculated that such effects might be even stronger for school pupils, who are at a more impressionable age and usually interact more intensively with their teachers than university students.”
Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context (2014, unknown): “Furthermore, students who report more self-determined reasons for language learning tend to have less anxiety, more positive attitudes toward language learning, and increased feelings of self-efficacy (Ehrman, 1996; Noels, 2001b; Schmidt, Boraie, & Kassabgy, 1996).”
Self-Determination, Motivation, and the Learning of Chinese as a Heritage Language (2009, background): “This possibility highlights the importance of developing teaching practices and teacher communication styles that support these three needs (see Noels, 2001).”