Contexts of possibility in simultaneous language learning: using the L2 Motivational Self System to assess the impact of global English

By Alastair Henry. 2010

121 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/bc09ba2e164417577e100c72ca7fecc286b7a8e4

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. Ali H. Al-Hoorie
2. Letty Chan
3. Z. Dörnyei
4. Alastair Henry
5. C. Cliffordson
6. Yongyan Zheng
7. W. Ren
8. Xiuchuan Lu

In Language and Linguistics

1. Ali H. Al-Hoorie
2. Letty Chan
3. Z. Dörnyei
4. Alastair Henry
5. C. Cliffordson
6. Yongyan Zheng
7. W. Ren
8. Xiuchuan Lu

In Literature and Literary Theory

1. Ali H. Al-Hoorie
2. Letty Chan
3. Alastair Henry
4. C. Cliffordson
5. Z. Dörnyei
6. W. Ren
7. Yongyan Zheng
8. Xiuchuan Lu

Citations in the corpus

• Motivation and Vision: An Analysis of Future L2 Self Images, Sensory Styles, and Imagery Capacity Across Two Target Languages (2013, methodology): “Further information supporting this claim has recently been provided in two studies by Henry (2010, 2011), whose results also suggest the presence of independent L2 selves.”
• The Motivational Foundation of Learning Languages Other Than Global English: Theoretical Issues and Research Directions (2017, background): “Findings by Henry (2010, 2011) also show that learners of different languages seem to possess separate self-concepts and that the English self-concept functions as a normative referent for the other L2 self-concepts.”
• Profiling Chinese university students’ motivation to learn multiple languages (2019, background): “Similarly, Henry (2010) argues that English can function as a normative reference and has a negative impact on LOTE learning.”
• Examining the impact of L2 English on L3 selves: A case study (2011, background): “Csizér & Kormos, 2009; Csizér & Lukács, 2010; Ryan, 2009; Taguchi, Magid, & Papi, 2009) or adopt a possible selves approach (Henry, 2010; Kim, 2009; Kubanyiova, 2009; Lamb, 2009; White & Ding, 2009), have already been carried out.”
• Motivation, Gender, and Possible Selves (2013, background): “Over the years a consistent pattern in favor of females has been found on affective variables (Henry, 2010a; see also Kissau & Turnbull, 2010).”
• Sixty Years of Language Motivation Research (2017, unknown): “Similarly, research by Henry (2010, 2011) also suggests that learners of different languages possess separate self-concepts and that the motivation to learn English can deplete the working selfconcept, thus disadvantaging LOTEs.”