Motivational strategies in the language classroom

By Jean–Marc Dewaele. 2002

619 citations recorded by the source corpus.

Subfields: Biomedical Engineering, Biotechnology, Nutrition and Dietetics

View Paper: https://www.semanticscholar.org/paper/8af8d0cb00a78a23c06c986ce722b83ca5cb29e5

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Citations in the corpus

Willingness to Communicate in the Second Language: Understanding the Decision to Speak as a Volitional Process (2007, background): “(p. 18) In discussing the process model, Dörnyei (2001, 2005) made an important distinction between motivation to enter a situation and motivation to engage in effortful, task-related behaviour within the situation (see also Jülkunen, 1989, 2001).”
What Do We Know About the Language Learning Motivation of University Students in Japan? Some Patterns in Survey Studies (2003, methodology): “…range of cognitive, affective, and behavioral outcomes in educational psychology and the research provides rich implications for ways to consciously raise students’ motivation in the classroom (e.g. Dörnyei, 2001b; Pintrich & Schunk, 199 ; for specific motivational strategies, see Dörnyei, 2001a).”
Self-regulated out-of-class language learning with technology (2011, background): “These items were all on a scale from one, strongly disagree, to six, strongly agree, and were constructed in the light of the dimensions highlighted in most socio-cognitive models of SRL (Do¨rney, 2001; Pintrich, 2000, 2004; Zimmerman, 2000) as well as the various contributions of technology to lang”
Learner Autonomy In Language Learning: Student Teachers’ Beliefs (2010, background): “If students are actively involved in determining the classroom and group norms, they naturally tend to abide by these rules without teachers’ having to exercise their authority (Brown, 2001; Dörnyei, 2001; Benson, 2001).”
Motivating English learners by helping them visualise their Ideal L2 Self: lessons from two motivational programmes (2012, background): “The construct of L2 motivation within Dörnyei’s L2 Motivational Self System consists of three main components: (1) the Ideal L2 Self is the central component and is defined by Dörnyei (2009) as ‘the L2-specific facet of one’s ideal self ’; (2) the Ought-to L2 Self is defined as ‘the attributes that ”
Goal Setting and Student Achievement: A Longitudinal Study (2012, background): “…necessarily improve achievement (Schunk, 2003), that a number of important factors contribute to improved performance, such as high-quality goals (Dörnyei, 2001; West & Thorn, 2001), setting one’s own goals (Azevedo et al., 2002; Griffee & Templi, 1997), teacher- and student-agreed-upon…”
Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications (2003, background): “In a recent summary of the available practical knowledge on motivating language learners (Dörnyei, 2001b), I have provided a comprehensive framework of a motivational teaching practice consisting of four main dimensions (Figure 4): 1.”
The Routledge handbook of English language teaching (2018, background): “In what follows, we focus on two areas of interest: concept-based teaching (CBT) and dynamic assessment (DA).”
A New Approach to Assessing Strategic Learning: The Case of Self-Regulation in Vocabulary Acquisition (2006, methodology): “Our model indicates that self-regulation can be broken into five facets, as outlined by Dörnyei (2001): commitment control, metacognitive control, satiation control, emotion control, and environmental control.”
Toward a Model of Motivated Vocabulary Learning: A Structural Equation Modeling Approach (2008, neutral): “…goal and make proper attributions Language Learning 58:2, June 2008, pp. 357–400 368 for their success are also more likely to sustain their high self-efficacy, positive attitude, and emotional climate for the subsequent task execution (Dörnyei, 2001b; Pintrich & Schunk, 2002; Weiner, 1986, 1992).”
The impact of cooperative learning on tertiary EFL learners’ motivation (2014, background): “Motivational perspectives on CL focus on three elements: goal structures, reward structures and group dynamics (Dörnyei 1997, 2001; Johnson, Johnson, and Holubec 1998; Slavin 1995, 2000).”
Teacher Motivational Practice, Student Motivation, and Possible L2 Selves: An Examination in the Iranian EFL Context (2012, background): “Based on these models, a number of attempts have been made to conceptualize sets of strategies that can make real contributions to learners’ motivation to learn an L2 or foreign language (e.g., D¨ornyei, 2001, 2006, 2008; D¨ornyei & Csiz´er, 1998; Williams & Burden, 1997).”
The motivational dimension of language teaching (2017, methodology): “Aimed to find out: 1. teachers’ perceptions of importance of MotS 2. reported frequency of use Used expanded questionnaire based on Dörnyei (2001) containing 48 MotS, statistically forming 10 clusters of ‘macro-strategies’ • Certain MotS are probably universally popular and applicable • Other MotS…”
Culture and language learning: teaching, research and scholarship (2004, background): “Later research has also shown that many other factors need to be taken into consideration, not least the impact of classroom conditions (Dörnyei, 2001).”
Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes (2019, background): “Also, it is likely that teachers who find teaching rewarding show more enthusiasm in the classroom, which is a key component of enjoyment (Dörnyei, 2001).”