7. The motivational basis of language learning tasks

By Z. Dörnyei. 2002

149 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c4a591080b29e8271e75ad4500570811d2735423

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Citations in the corpus

Motivating Language Learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation (2008, background): “In retrospect, we can conclude that L2 scholars have not taken up Gardner and Tremblay’s (1994) recommendation that proposed motivational strategies be investigated in actual language classrooms.”
THE INTERNAL STRUCTURE OF LANGUAGE LEARNING MOTIVATION AND ITS RELATIONSHIP WITH LANGUAGE CHOICE AND LEARNING EFFORT (2005, background): “Investigating a different sample in Hungary, Dörnyei and Kormos (2000) and Dörnyei (2002) also concluded that the traditional instrumental label did not do justice to the utilitarian dimension that emerged because the factor they obtained also involved, besides the pragmatic goals of getting a…”
Pragmalinguistic Awareness: Is it Related to Motivation and Proficiency? (2005, background): “…the effects of the following ID variables on the noticing of pragmalinguistic features: (1) situation-specific or task motivation (Julkunen 2001; Dörnyei 2002; Dörnyei and Csizér 2002), unlike the current study that focused on the effect of ‘trait motivation’; (2) willingness to communicate…”
The interaction of linguistic and motivational variables in second language task performance (2004, methodology): “Previous analyses indicated (Dörnyei, 2002; cf. also Table 4) that there were significant correlations between the partner’s task attitude and the number of words and turns.”
The Effects of Teachers’ Motivational Strategies on Learners’ Motivation: A Controlled Investigation of Second Language Acquisition (2013, background): “Learners’ Motivation Questionnaire To assess learners’ motivation in the class, a motivation questionnaire was constructed in line with the view that learner motivation can have either a trait or state orientation (Brophy, 1987; Tremblay, Goldberg, & Gardner, 1995), and that learners’ task motivatio”
An Investigation Into Second Language Aptitude for Advanced Chinese Language Learning (2013, methodology): “The questions, which tap into learners’ (a) integrativeness, (b) incentive values, (c) attitudes toward learning the L2, (d) linguistic self‐confidence, (e) language use anxiety, (f) task attitudes, and (g) willingness to communicate (Dörnyei, 2002) have been used in multiple research studies on mot”
Inter-cultural contact and flow in a task-based Japanese EFL classroom (2017, methodology): “In a follow-up study, Dörnyei (2002) re-analysed the data in order to investigate the motivational impact of the task-partner on the learner’s performance.”
The dynamic nature of motivation in language learning: A classroom perspective (2012, background): “…the present study. er important developments in this area, such as, for example, relating motivation to the performance of communicative tasks (e.g., Dörnyei, 2002; Kormos & Dörnyei, 2004), exploring the link between motivation and group dynamics (e.g., Dörnyei, 2001; Ushioda, 2003), identifying…”
Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in Second Life: the case of two advanced learners of English (2019, background): “D€ornyei, 2002; Hewitt & Stephenson, 2012; Mystkowska-Wiertelak & CONTACT Mariusz Kruk mkruk@uz.zgora.pl This article has been republished with minor changes.”
Willingness to communicate of EFL learners in Turkish context (2015, background): “Later, this challenge was taken up as an independent background variable (Dörnyei, 2002; Kormos & Dörnyei, 2004).”
Interaction and instructed second language acquisition (2018, background): “For example, the link between motivation and interaction has largely been overlooked (Dörnyei 2002).”
APTITUDE AND SECOND LANGUAGE ACQUISITION (2005, background): “This includes individual differences in the use of learning styles and strategies (Cohen, 2003; Oxford, Cho, Leung, & Kim, 2004), and motivation (Dörnyei, 2002, in press), as well as aptitude (Robinson, 2001b, 2003b, in press a; Skehan, 1998).”
Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study. (2011, methodology): “Although there is a growing amount of evidence that IDs can affect second language learning in a broad sense, relatively little is known about the interaction between learner factors and specific L2 instructional events (Dörnyei, 2002).”
Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications (2003, background): “WTC has also been integrated as a predictor variable in research studies focusing on the motivational basis of L2 learners’ communicative performance, accounting for a significant proportion of the variance (Dörnyei, 2002; Dörnyei & Kormos, 2000).”