THE INTERNAL STRUCTURE OF LANGUAGE LEARNING MOTIVATION AND ITS RELATIONSHIP WITH LANGUAGE CHOICE AND LEARNING EFFORT

By Kata Csizér, Z. Dörnyei. 2005

653 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/c71d521ac237ddbafc3de82faf712b73d331efa3

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In Developmental and Educational Psychology

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

The Impact of Study Abroad on Students' Self-Efficacy Perceptions (2012, background): “Among these new perspectives, Schumann’s “sustained deep learning” (or SDL) stands out as a dynamic framework for the analysis of the temporal variables that support second language acquisition (Csizér & Dörnyei, 2005).”
Motivation, Gender, and Possible Selves (2013, neutral): “As Dörnyei and Csizér (2002; see also Csizér & Dörnyei, 2005) make clear, despite the consistency of the findings, little systematic research on the effects of gender on L2 motivation has taken place.”
Toward a Model of Motivated Vocabulary Learning: A Structural Equation Modeling Approach (2008, background): “More than three decades of L2 motivation research has, however, unanimously indicated that motivation proper is a complex and composite construct and can be approached and addressed via different lines of inquiry (Csizér & Dörnyei, 2005; Dörnyei, 2001a).”
Profiling Chinese university students’ motivation to learn multiple languages (2019, methodology): “First, we consulted the items used in established questionnaires used in previous L2MSS studies (e.g. Csizér and Dörnyei 2005; Taguchi, Magid, and Papi 2009) and generated more than 100 statements on the learners’ attitudes, beliefs and learning experiences regarding English and Spanish learning.”
Teacher Motivational Practice, Student Motivation, and Possible L2 Selves: An Examination in the Iranian EFL Context (2012, background): “The L2 Motivational Self System has three main dimensions: the ideal L2 self, the ought-to L2 self, and the L2 learning experience.”
The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment (2021, background): “…motivation and factors such as gender and geographical regions and explored how learning motivation influences academic achievements in traditional learning environments (Carreira, 2011; Csizér & Dörnyei, 2005; Saito et al., 2016; Tokan & Imakulata, 2019; Vansteenkiste et al., 2004; Yang, 2018).”
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).”
Student and teacher perceptions of motivational strategies in the foreign language classroom (2012, neutral): “According to Csizer and Dörnyei’s (2005) L2 Motivational Self System, learners construct visions of themselves in the future; in particular they create an ideal L2 self— one who can interact with a community of L2 speakers in the future.”
Second Language Orientation and Self-Determination Theory (2008, background): “…3, 2009 http://jls.sagepub.comDownloaded from did not fit the structural model of L2 achievement as specified in the current SEM analyses, thus showing a sharp contrast to the previous findings reported with North American or European L2 learners (Csizér & Dörnyei, 2005; Gardner & Lambert, 1959).”
The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach (2010, background): “Do¨rnyei’s studies in Hungary (e.g., Csize´r and Do¨rnyei, 2005; Do¨rnyei and Cle´ment, 2001; Do¨rnyei and Csize´r, 2002; Do¨rnyei et al., 2006) showed that variance in this variable is most strongly explained by integrative-ness, which in turn has been equated with the ideal L2 self.”