Self-Determination, Motivation, and the Learning of Chinese as a Heritage Language

By R. Comanaru, Kimberly A. Noels. 2009

156 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/76cb9cc9a81f1520ad7da366a1766dbd7fd5e1dd

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Citations in the corpus

A motivational process model explaining L2 Saudi students’ achievement of English (2019, unknown): “Intrinsic orientation is de ﬁ ned as the type of motivation when an individual pursues an “ activity in the absence of a reward contingency or control ” (Comanaru & Noels, 2009, p. 34).”
Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context (2014, unknown): “…2009), engagement in writing, listening, and speaking activities (Spratt et al., 2002; Tanaka, 2009), engagement in the target language community (Comanaru & Noels, 2009), frequent use of the language and higher speaking and reading proficiency (Ehrman, 1996; Goldberg & Noels, 2006; Noels et…”
The impact of cooperative learning on tertiary EFL learners’ motivation (2014, background): “With introjected regulation, “one carries out an activity in order to temper internal pressures, particularly a sense of guilt, or for ego enhancement” (Comanaru and Noels 2009, 134).”
The Motivational Foundation of Learning Languages Other Than Global English: Theoretical Issues and Research Directions (2017, result): “This finding is corroborated by Comanaru and Noels’s (2009) observation regarding heritage language learning, namely that”
THE DEVELOPMENT OF SELF-DETERMINATION ACROSS THE LANGUAGE COURSE (2019, background): “Greater self-determination is also associated with greater engagement with the target language community (Comanaru & Noels, 2009; Peng & Woodrow, 2010).”
Learner Attitudes, Perceptions, and Beliefs in Language Learning (2012, result): “Note also that these studies have represented a variety of research approaches; although there have been some purely quantitative studies (e.g., Comanaru & Noels, 2009; Schmidt & Watanabe, 2001), most of the studies have contained at least some qualitative elements, and many have been completely…”
Sixty Years of Language Motivation Research (2017, background): “Similarly, in the context of heritage language learning, Comanaru and Noels (2009) point out that little work has been done to examine the motivational and affective profiles of these learners.”