The socio-educational model of Second Language Acquisition: A research paradigm

By R. Gardner. 2006

341 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/9a32d6fee84231dcd7f2a2d26bfaaa6a5eb64d98

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Citations in the corpus

The role of socio-economic factors in motivation to learn English as a foreign language:the case of Chile (2013, neutral): “Another important construct in the field of language-learning motivation is motivated behaviour, which is usually seen to consist of effort and persistence (e.g. Csizér & Dörnyei, 2005; Dörnyei, 2001, 2005; Gardner, 1985, 2006).”
Motivation And Attitudes Towards Learning English: A Study Of Petroleum Engineering Undergraduates At Hadhramout University Of Sciences And Technology (2009, background): “He further adds that " if one is motivated, he/she has reasons (motives) for engaging in the relevant activities, expends effort, persists in the activities, attends to the tasks, shows desire to achieve the goal, enjoys the activities, etc " (Gardner, 2006, p. 243).”
Examining the impact of L2 English on L3 selves: A case study (2011, background): “While L2 motivation has been extensively investigated over the years (for overviews see Dörnyei, 2005; Gardner, 2006), only a very few studies have focused on L3 motivation.”
THE DEVELOPMENT OF SELF-DETERMINATION ACROSS THE LANGUAGE COURSE (2019, background): “…one might better describe a motivated person as someone who “is goal directed, expends effort, is persistent and attentive, has desires (wants), exhibits positive affect, is aroused, has expectancies, demonstrates self-confidence (self-efficacy), and has reasons (motives)” (Gardner, 2006, p. 2).”
Teacher Motivation Strategies, Student Perceptions, Student Motivation, and English Achievement (2008, methodology): “This study also demonstrated that the correlations among the variables when the student was the unit of analysis were consistent with findings in other countries (see, e.g., Gardner, 2006 ).”
Intrinsic motivation of Chinese learning in predicting online learning self-efficacy and flow experience relevant to students’ learning progress (2017, background): “According to Gardner (2006), motivation related to language learning is defined as the inner urge associated with the effort and desire to learn a new language; this is an indication that motivation can be more specifically relevant to an individual predisposition to subsume the desire to learn the…”
The role of individual differences in L2 writing (2012, background): “In the field of language learning motivation, the parallel construct for volition is motivated behaviour, which is usually seen to consist of effort and persistence (e.g. Csizér & Dörnyei, 2005; Dörnyei, 2001, 2005; Gardner, 1985, 2006).”
L2 motivation, anxiety and self-efficacy: The interrelationship of individual variables in the secondary school context (2013, background): “Their most important contribution to the field is the conceptualization of the notion of integrativeness, which describes to what extent students intend to integrate into, or more generally to identify with, the L2 community (Gardner, 2006, 2012; Masgoret & Gardner, 2003).”
Predicting Language Learners' Grades in the L1, L2, L3 and L4: The Effect of Some Psychological and Sociocognitive Variables (2007, background): “I can only agree with Gardner and MacIntyre’s observation (1992) that there are as many factors that might account for different outcomes in SLA as there are individuals.”