Relationships among Motivation Orientations, Metacognitive Awareness and Proficiency in L2 Listening.

By Larry Vandergrift. 2005

438 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/bf5c101f6a04d30a06a2e71b992ece70321dffa6

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In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

English achievement and student motivation in CLIL and EFL settings (2011, background): “The results obtained in this article coincide with those obtained by Vandergrift (2005), who also found little connection between proficiency in L2 listening and motivation.”
The Role of Task and Listener Characteristics in Second Language Listening. (2015, background): “Buck (2001), Vandergrift (2007), and others have suggested that this”
Teacher motivation: Definition, research development and implications for teachers (2016, background): “The best evidence can be found in constructs of SDT which has been criticized for no theoretical evidence clear enough to differentiate the different extrinsic and intrinsic motivation (e.g. Noels et al., 2000; Vandergrift, 2005).”
The effect of tertiary teachers’ goal orientations for teaching on their commitment: the mediating role of teacher engagement (2016, background): “Self-determination theory, which has been extensively used as a framework for studies on the influence of teacher motivation on student motivation, has been challenged for both its vagueness in differentiating the various types of extrinsic motivation within the continuum of self-determination (Vand”
Examining EFL vocabulary learning motivation in a demotivating learning environment (2017, background): “For example, intrinsicmotivationwas associatedwith higher self-evaluation (McEown, Noels,& Saumure, 2014; Noels et al., 1999); higher L2 proficiency (Tanaka, 2013, 2014); and an increased use of topdown strategies and metacognitive control in L2 listening (Vandergrift, 2005).”
Issues in Second Language Listening Comprehension and the Pedagogical Implications (2012, background): “There is some evidence for a positive relationship between motivation, use of metacognitive strategies and listening success (Vandergrift, 2005).”
Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning (2008, background): “…with self-regulation and self-regulated learning, this issue occurred across all three constructs: metacognition and SR (e.g., Aleven et al. 2006; Marchand and Skinner 2007), metacognition and SRL (e.g., Nietfeld et al. 2005; Vandergrift 2005), and SR and SRL (e.g., van Grinsven and Tillema 2006).”
The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model (2018, positive): “…showed the positive relationship between foreign language learning strategies and language proficiency and specific language skills (Bonney, Cortina, Smith-Darden, & Fiori, 2008; Chen, Chiu, & Wang, 2015; Griffiths, 2003; Rivera-Mills & Plonsky, 2007; Shawer, 2016; Vandergrift, 2003, 2005).”
CLIL and motivation: the effect of individual and contextual variables (2014, background): “Some authors (Dörnyei and Ushioda 2009; Lamb 2004; Vandergrift 2005) believe that the importance of integrative orientation in certain contexts, particularly in the cases in which the learner has little contact with the L2 culture and the L2 outside the school, should be downplayed and highlight a d”
Metacognitive strategies awareness and success in learning English as a foreign language: an overview (2012, background): “Vandergrift (2005) in his study on the relationship between metacognition, motivation, and listening proficiency found a pattern of increasingly higher correlations among the three levels of motivation (motivation, extrinsic motivation, and intrinsic motivation) and reported use of metacognitive…”
A Dynamic Metacognitive Systems Account of Chinese University Students' Knowledge About EFL Reading (2010, background): “In L2 research, different scholars have incorporated the concept of metacognition into their own frameworks for researching and analyzing LLSs (see, e.g., Goh, 1997; Oxford, 1990; Vandergrift, 2005; Wenden, 1991; White, 1999).”
Metacognitive Instruction for Second Language Listening Development (2008, background): “Vandergrift (2005) found a positive correlation between metacognitive knowledge and motivation to learn to listen, while Zhang and Goh (2006) reported that learners’ strategy knowledge has a positive correlation with learners’ perceived strategy use.”