Correlation, Causation, Motivation, and Second Language Acquisition

By R. Gardner. 2000

316 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/990766883fb85e9ad3785dbd8e4886df477f5958

How researchers see this paper

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

In Developmental and Educational Psychology

1. Baohua Yu
2. Y. Teimouri
3. Mostafa Papi
4. T. Hernandez
5. Swee Heng Chan
6. S. Raoofi
7. S. Mori
8. Eiko Ushida

In Language and Linguistics

1. Y. Teimouri
2. Mostafa Papi
3. Baohua Yu
4. T. Hernandez
5. Swee Heng Chan
6. S. Raoofi
7. S. Mori
8. Eiko Ushida

Citations in the corpus

• Self-Efficacy in Second/Foreign Language Learning Contexts. (2012, background): “…learners’ perceptions of the task (Williams & Burden, 1997), learners’ beliefs in their abilities to perform a task (Bandura, 1997) and other individualdifferences such aslearning strategies (Cohen, 1998; O’Malley & Chamot, 1990; Oxford, 1990) and motivation (Dörnyei, 2001, 2005; Gardner, 2000).”
• Redefining Motivation to Read in a Foreign Language (2002, background): “Gardner and his associates ( .g., Gardner, 1985, 1988, 2000, 2001; Gardner & Smythe, 1975; Gardner & MacIntyre, 1991, 1993) proposed a model referred to as the Socio-Educational Model of Language Learning.”
• THE ROLE OF STUDENTS ATTITUDES AND MOTIVATION IN SECOND LANGUAGE LEARNING IN ONLINE LANGUAGE COURSES (2013, methodology): “Figure 2 The Role of Aptitude and Motivation in L2 Learning (Gardner, 2000)”
• Learning Chinese abroad: the role of language attitudes and motivation in the adaptation of international students in China (2010, background): “The socio-educational model (Gardner 1985, 2000, 2005a) has laid a very good foundation for hypothesising that motivation, integrativeness and instrumental orientation are positively correlated with each other, which have a negative correlation with language anxiety; and integrative motivation and…”
• Language Learner Motivational Types: A Cluster Analysis Study (2014, methodology): “In addition, L2 proficiency, as a classic linguistic measure of success in language learning, has frequently been used along with motivation scales (e.g., Gardner, 2000; Kozaki & Ross, 2011).”
• The Relationship Among Motivation, Interaction, and the Development of Second Language Oral Proficiency in a Study-Abroad Context (2010, background): “The results of the fourth research question emphasize the importance of integrative motivation in the L2 acquisition process (Dörnyei & Clément, 2000; Dörnyei & Schmitt, 2001; Gardner, 1985, 2000; Masgoret & Gardner, 2003).”
• Learning Styles, Personality Types and Reading Comprehension Performance. (2012, background): “In accordance with the above relation, i.e. personality, learning styles and learning performance, Gardner (2000) asserts that an interactional model is needed to understand fully the processes that are involved in second language learning.”