Motivation and Second Language Acquisition: The Socio-Educational Model

By R. Gardner. 2010

546 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/cb1623dfa619b7c0c670c07a34497627e47ab4ef

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Citations in the corpus

THE DEVELOPMENT OF SELF-DETERMINATION ACROSS THE LANGUAGE COURSE (2019, background): “The intensity of students’ effort and engagement in the learning process is a consistent predictor of language achievement (Gardner, 2010; Masgoret & Gardner, 2003) and research indicates that learners are more engaged in learning when it is personally relevant and consistent with their…”
The Impact of Motivation on English Language Learning in the Gulf States. (2013, background): “Published by Sciedu Press 125 ISSN 1927-6044 E-ISSN 1927-6052 enduring and more directly related to success than an instrumental orientation (Gardner, 2010).”
The two faces of Janus? Anxiety and enjoyment in the foreign language classroom (2014, background): “For example, Gardner (1985, 2010) proposed a collection of affective variables that define the motivated learner, including positive attitudes toward speakers of the target language and emotions such as interest in FLs and desire to learn the FL.”
Sixty Years of Language Motivation Research (2017, background): “…Gardner and associates have repeatedly insisted that the socioeducational model is dynamic rather than static (e.g., Gardner, 2010, p. 46; Gardner & Tremblay, 1994, p. 366; MacIntyre, 2002, p. 49) and that it “does not just link variables together but describes a process” (Gardner, 2010, p. 59).”
Is English-medium instruction effective in improving Chinese undergraduate students' English competence? (2014, methodology): “This is consistent with previous findings (see Gardner 2010; Horwitz 2001) that have consistently noted an inverse relationship between anxiety and language achievement.”
Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context (2014, unknown): “The integrative orientation refers to an “openness to other cultural groups in general and a willingness or ability to adopt features of the other language group” (Gardner, 2010, p. 85).”
BASIC PSYCHOLOGICAL NEEDS, MOTIVATIONAL ORIENTATIONS, EFFORT, AND VOCABULARY KNOWLEDGE (2021, methodology): “…researchers have explored different perspectives of motivation to better understand its association with the attainment of an L2 (Alamer, 2021; Alamer & Lee, 2019; Al-Hoori, 2017; Alrabai, 2016; Clément & Dörnyei, 2001; Dörnyei & Ryan, 2015; Gardner, 2010; Noels, 2013; Tremblay &Gardner, 1995).”
A Review of Intrinsic and Extrinsic Motivations of ESL Learners (2015, background): “This according to Gardner [3], reflect an integrative orientation [3], [41], [42].”
Teachers’ accounts of learners’ engagement and disaffection in the language classroom (2020, background): “…of Gardner’s (2010) socio-educational model such as motivational intensity defined as ‘the amount of work done, persistence, and consistency in focus’ (Gardner 2010: 121) or positive attitudes towards the language that, like emotional engagement, predetermine language achievement (for an overview…”
Self-Determination and Classroom Engagement of EFL Learners: A Mixed-Methods Study of the Self-System Model of Motivational Development (2019, background): “As explained by Gardner (2010), students with positive attitudes (i.e., emotionally engaged) tend to show greater motivational intensity (i.e., behavioral engagement; McEown, Noels, & Saumure, 2014) and correspondingly have a higher level of achievement.”
Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes (2019, methodology): “perceptions of teachers is especially relevant to the language classroom, where learning is often facilitated by learners’ positive attitudes about their teacher (Gardner, 2010), and how students perceive their teachers has a marked effect on their FL acquisition (Housen, Janssens & Pierrard, 2003).”
A motivational process model explaining L2 Saudi students’ achievement of English (2019, unknown): “Motivation in learning English as a second language (L2) is a key driver to attain pro ﬁ ciency in English (Cl (cid:1) ement & D € ornyei, 2001; Crookes & Schmidt, 1991; D € ornyei, 2009; Gardner, 1985, 2010; Oxford, 1994; Ushioda, 2009).”