Language Motivation in a Reconfigured Europe: Access, Identity, Autonomy

By E. Ushioda. 2006

186 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/9f1260676883188039d8c1a94c00ead65fab4eb6

How researchers see this paper

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

In Language and Linguistics

1. U. Ashurova
2. Vick L. Ssali
3. E. Ushioda
4. Z. Dörnyei
5. Ali H. Al-Hoorie
6. M. Lamb
7. Kata Csizér
8. Yongyan Zheng

In Literature and Literary Theory

1. U. Ashurova
2. Vick L. Ssali
3. E. Ushioda
4. Ali H. Al-Hoorie
5. M. Lamb
6. W. Ren
7. Yongyan Zheng
8. Xiuchuan Lu

Citations in the corpus

• Identity, motivation and autonomy in language learning (2011, background): “As noted by Ushioda (2009), individuals are not just ‘language learners’, but have multiple identities.”
• Why autonomy? Insights from motivation theory and research (2011, background): “It has also been shaped by growing critical debates within the SLA field about the relevance of Gardner's (1985) notion of integrative motivation in the modern globalised world, particularly where the learning of English as target language is concerned, given the status of English as an internationa”
• Student and teacher perceptions of motivational strategies in the foreign language classroom (2012, unknown): “more holistically (Dornyei, 2000; Oxford, 2003; Ushioda, 2006 ).”