L2 Motivation and Multilingual Identities

By Alastair Henry. 2017

212 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/863c1189d40d2f9146359ee8080bcff4931b3551

How researchers see this paper

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

In Experimental and Cognitive Psychology

1. Ali H. Al-Hoorie
2. E. Loh
3. Z. Dörnyei
4. M. Pawlak
5. Y. Teimouri
6. Mostafa Papi
7. Tae-Young Kim
8. Yoon-Kyoung Kim

In Language and Linguistics

1. Ali H. Al-Hoorie
2. E. Loh
3. Z. Dörnyei
4. Mostafa Papi
5. M. Pawlak
6. E. Ushioda
7. Kata Csizér
8. Y. Teimouri

In Social Psychology

1. Ali H. Al-Hoorie
2. E. Loh
3. Z. Dörnyei

Citations in the corpus

• What we know about expectancy-value theory, and how it helps to design a sustained motivating learning environment (2019, background): “Given that LOTES are usually acquired under the shadow of Global English, LOTE learners can gain support from the “ideal multilingual self” (Henry, 2017) and draw additional strength from it, as it is believed to be able to create increased stability and cohesion by helping to align the ideal L2…”
• The Motivational Foundation of Learning Languages Other Than Global English: Theoretical Issues and Research Directions (2017, background): “…between the two perspectives, and it is interesting to see that two articles in this special issue, by MacIntyre, Baker, and Sparling (2017) and Henry (2017), introduce two intriguing new concepts that might offer to bridge the existing gap between the two perspectives, the ‘Rooted L2 Self’…”