A person-in-context relational view of emergent motivation, self and identity

By E. Ushioda. 2009

566 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7763e6ac91e5dc767fe4922a49aa96ca8bf16cc0

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In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

Why autonomy? Insights from motivation theory and research (2011, background): “…relation to concepts of self and identity, particularly one’s aspirations towards certain kinds of linguistic or cultural identity, or towards valued personal or professional identities that are defined in part by proficiency in particular languages (e.g. Dörnyei 2009; Dörnyei and Ushioda 2009).”
The Complexity of Learner Agency (2012, background): “In line with calls for more ‘person -incontext-relation’ perspectives on the learner (Ushioda 2009), a case study enables a researcher to gain a detailed, situated and holistic understanding of an individual which can thus facilitate insights into complex aspects of a learner’s experiences and psych”
Contexts of possibility in simultaneous language learning: using the L2 Motivational Self System to assess the impact of global English (2010, background): “Of the six broad issues of L2 self theory identified by Dörnyei and Ushioda (2009) as in need of further investigation, two are addressed in the research reported on here.”
The motivational dimension of language teaching (2017, background): “Yet Feryok & Oranje (2015) show that even when teachers’ main focus is on other aspects of pedagogy, such as an intercultural class project, a desire to interest and motivate learners is a recurring motif in their lesson planning and moment-to-moment classroom decisions, If we want to understand why”
Language learning motivation through a small lens: A research agenda (2016, methodology): “As Dörnyei (2009b) has described, we might conceptualize the language learner as a complex system comprising a dynamic constellation of cognitive, affective, motivational and behavioural characteristics which are in constant interaction with one another.”
Identity, motivation and autonomy in language learning (2011, unknown): “This unexpected outcome points to the value of taking a person-in-context approach (Ushioda, 2009) in future inquiries and employing research methods that make it possible to focus on the L2 selves of individuals in specific learning contexts (Lamb, 2009).”
Individual Differences: Interplay of Learner Characteristics and Learning Environment (2009, background): “This latter aspect is critical because, as Ushioda (2009) pointed out, context is generally defined in individual difference research as an independent background variable, or a static backdrop, over which the learner has no control.”
The Routledge handbook of English language teaching (2018, background): “Indeed, the very phrase ‘second language acquisition’ leads to thinking about language as if it were an object that can be acquired, placed and stored somewhere in our minds as if they were containers (van Lier, 2000).”
The Changing Face of Motivation: A Study of Second Language Learners' Motivation over Time. (2011, background): “Ryan, 2009; Taguchi, Magid & Papi, 2009), is that they continue to be quantitative, trying to prove causality rather than exploring and illuminating the complexity of human beings with multiple roles and identities, beyond that of just a language learner (Ushioda, 2009).”
Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes. (2013, background): “This is particularly important in a field that has so far paid little attention to individual variability in motivation, and where quantitative methods such as surveys have largely excluded learners’ perspectives and interpretations of motivation (Ushioda, 2009).”
Examining the impact of L2 English on L3 selves: A case study (2011, background): “…as the L2 Motivational Self System ‘runs the risk of ending up with a rather static category system that does not take into account sufficiently the process-oriented nature of motivation or the dynamic interaction between motivation and the social environment’ (Dörnyei & Ushioda, 2009, p. 355).”
The impact of CLIL on affective factors and vocabulary learning (2015, background): “According to Dörnyei and Ushioda (2009), L2 motivation research has gone through three phases: ‘the social psychological period’ (1959–90), ‘the cognitive-situated period’ (during the 1990s) and ‘the socio-dynamic period’ (the turn of the 21st century).”