Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening

Applied Linguistics

Volumn 26, Issue 1, 2005, Pages 70-89

  Vandergrift, Larry ^a  

^a UNIVERSITY OF OTTAWA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 24144461159     PISSN: 01426001     EISSN: None     Source Type: Journal    
DOI: 10.1093/applin/amh039     Document Type: Article

References (49)

1. Bacon, S. M. 1992. The relationship between gender, comprehension, processing strategies, and cognitive and affective response in foreign, language listening,' Modern Language Journal 76: 160-78.
2. Bolitho, R., R. Carter, R. Hughes, R. Ivanic, H. Masuhara, and B. Tomlison. 2003. Ten questions about language awareness,' ELT Journal 57: 251-60.
3. Chamot, A. U., S. Barnhardt, P. B. El-Dinary, and J. Robbins. 1999. The Learning Strategies Handbook. White Plains, NY: Addison, Wesley, Longman.
4. Crookes, G. and R. W. Schmidt. 1991. 'Motivation: Reopening the research agenda,' Language Learning 41:469-512.
5. Deci, E. L. and R. M. Ryan. 1985. Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum.
6. Deci, E. L. and R. M. Ryan. 1995. 'Human autonomy: The basis for true self-esteem' in. M. H. Kernis (ed.): Efficacy, Agency and Self-esteem. New York: Plenum, pp. 31-48.
7. Dickinson, L. 1995. 'Autonomy and motivation: A literature review,' System 23: 165-74.
8. Dörnyei, Z. 1998. 'Motivation in second and foreign, language learning,' Language Teaching 31: 117-35.
9. Dörnyei, Z. 2001a. Teaching and Researching Motivation. Harlow, Essex: Longman.
10. Dörnyei, Z. 2001b. 'New themes and approaches in. second language motivation research,' Annual Review of Applied Linguistics 21:43-59.
11. Dörnyei, Z. 2003. 'Attitudes, orientations, and motivations in language learning: Advances in theory, research and applications,' in Z. Dörnyei (ed.): Attitudes, Orientations and Motivation in Language Learning. Oxford: Blackwell, pp. 3-32.
12. Dörnyei, Z. and R. Schmidt, (eds) 2001. Motivation and Second Language Acquisition. Honolulu, HI: University of Hawaii, Second Language Teaching Center.
13. Dörnyei, Z. and P. Skehan. 2003. 'Individual differences in second language learning' in C. Doughty and M. Long (eds): Handbook of Second Language Acquisition. Oxford: Blackwell, pp. 589-630.
14. Ehrman, M. E. and Z. Dörnyei. 1998. Interpersonal Dynamics in the Second Language Classroom, Thousand Oaks, CA: Sage.
15. Fernandez-Duque, D., J. Baird, and M. Posner. 2000a. 'Executive atiention and metacognitive regulation,' Consciousness and Cognition 9: 288-307.
16. Fernandez-Duque, D., J. Baird, and M. Posner. 20005. 'Awareness and metacognition,' Consciousness and Cognition 9: 324-6.
17. Gardner, R. C. 1985. Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.
18. Goh, C. 1998. 'How ESL learners with different listening abilities use comprehension, strategies and tactics,' Language Teaching Research 2: 124-47.
19. Goh, C. 2000. 'A cognitive perspective on language learners' listening comprehension problems,' System 28: 55-75.
20. Lapkin, S. 1994. Grade 8 Core French Test Package. Toronto, ON: Modern Language Center, OISE.
21. Littlewood, W. 1996. '"Autonomy": An anatomy and a framework,' System 24: 427-35.
22. MacIntyre, P. D. and K. A. Noels. 1996. 'Using social-psychological variables to predict the use of language learning strategies,' Foreign Language Annals 29: 373-86.
23. McGroarty, M. 2001. 'Situating second language motivation' in Z. Dörnyei and R. Schmidt (eds): Motivation and Second Language Acquisition. Honolulu, HI: University of Hawaii, Second Language Teaching Center, pp. 69-91.
24. Mokhtarl, K. and C. Reichard. 2002. 'Assessing students' metacognitive awareness of reading strategies,' Journal of Educational Psychology 94: 249-59.
25. Noels, K. A., R. Clément, and L. G. Pelletier. 1999. 'Perceptions of teachers' communicative style and students' intrinsic and extrinsic motivation,' Modern Language Journal 83: 23-34.
26. Noels, K. A., R. Clément, and L. G. Pelletier. 2001. 'Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English,' Canadian Modern Language Review 57: 424-40.
27. Noels, K. A., L. G. Pelletier, R. Clément, and R. Vallerand. 2000. 'Why are you learning a second language? Motivational orientations and self-determination theory,' Language Learning 50: 57-85.
28. O'Malley, J. M. and A. U. Chamot. 1990. Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
29. Paris, G. S. and P. Winograd. 1990. 'How metacognition can promote academic learning and instruction' in B. F. Jones and L. Idol (eds): Dimensions of Thinking and Cognitive Instruction. Hillsdale, NJ: Lawrence Erlbaum, pp. 15-51.
30. Pintrich, P. R. 1999. The role of motivation in promoting and sustaining self-regulated learning,' International Journal of Educational Research 31:459-70.
31. Pintrich, P. R., D. A. Smith, T. Garcia and W. J. McKeachie. 1993. 'Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MLSQ),' Educational and Psychological Measurement 53: 801-13.
32. Rogers, C. V. and F. W. Medley. (1988). 'Language with a purpose: Using authentic materials in the foreign language classroom,' Foreign Language Annals 21: 467-78.
33. Ryan, R. M and E. L. Deci. 2000. 'Self-determination theory and the facilitation of intrinsic motivation, social development, and wellbeing,' American Psychologist 55: 68-78.
34. Schmidt, R. and Y. Watanabe. 2001. 'Motivation, strategy use, and pedagogical preferences in foreign language learning' in Z. Dörnyei and R. Schmidt (eds): Motivation and Second Language Acquisition. Honolulu, HI: University of Hawaii, Second Language Teaching Center, pp. 313-59.
35. Schmidt, R., D. Boraie, and O. Kassabgy. 1996. Foreign language motivations: Internal structure and external connections' in R. Oxford (ed.): Language Learning Motivation: Pathways to the New Century. Honolulu, HI: University of Hawaii, Second Language Teaching & Curriculum Center, pp. 9-70.
36. Schoonen, R., J. Hulstijn and B. Bossers. 1998. 'Metacognitive and language-specific knowledge: An empirical study among Dutch students in Grades 6,8,10,' Language Learning 48:71-1.06.
37. Schoonen, R., A. van Gelderen, K. de Glopper, J. Hulstijn, A. Simmils, P. Snellings, and M. Stevenson. 2003. 'First language and second language writing: The role of linguistic knowledge speed of processing and metacognitive knowledge,' Language Learning 53: 165-202.
38. Seligman, M. 1975. Helplessness: On Depression, Development, and Death. San Francisco: Freeman.
39. Spolsky, B. 2000. 'Language motivation revisited,' Applied Linguistics 21:157-69.
40. Spratt, M., G. Humphreys, and V. Chan. 2002. 'Autonomy and motivation: Which comes first?' Language Teaching Research 6: 245-66.
41. Ushioda, E. 2001. 'Language learning at university: Exploring the role of motivational thinking,' in Z. Dörnyei and R. Schmidt (eds): Motivation and Second Language Acquisition. Honolulu, HI: University of Hawaii, Second Language Teaching Center, pp. 93-125.
42. Vallerand, R. J. 1997. Toward a hierarchical model of intrinsic and extrinsic motivation,' in M. P. Zanna, (ed.): Advances in Experimental Social Psychology: Vol. 29. San Diego, CA: Academic Press, pp. 271-360.
43. Vandergrift, L. 1998. 'Successful and less successful listeners in French: What are the strategy differences?' The French Review 71: 370-95.
44. Vandergrift, L. 2003. 'Orchestrating strategy use: Towards a model of the skilled L2 listener,' Language Learning 53: 461-94.
45. Wenden, A. 1998. 'Metacognitive knowledge and language learning,' Applied Linguistics 19: 515-37.
46. Wenden, A. 2002. 'Learner development in language learning,' Applied Linguistics 23: 32-55.
47. Wesche, M., M. Peters, and A. MacFarlane. 1994. The "Bain Linguistique": A Core French Experiment. Ottawa: Curriculum Services Dept., Ottawa Board of Education.
48. Williams, M. and R. L. Burden. 1997. Psychology for Language Teachers. Cambridge: Cambridge University Press.
49. Zimmerman, B. and D. Schunk. 2001. Self-Regulated Learning and Academic Achievement. Mahwah, NJ: Erlbaum.