Motivation

The Routledge Handbook of Second Language Acquisition

Volumn , Issue , 2013, Pages 396-409

  Ushioda, Ema ^a   Dörnyei, Zoltán ^b  

^a UNIVERSITY OF WARWICK   (United Kingdom)

^b UNIVERSITY OF NOTTINGHAM   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85064366752     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203808184     Document Type: Chapter

References (82)

1. Bemaus, M. and Gardner, R. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92, 387—401.
2. Brown, H. D. (1990). M and Ms for language classrooms? Another look at motivation. In J. E. Alatis (Ed.), Georgetown University round table on language and linguistics 1990 (pp. 383—393). Washington, DC: Georgetown University Press.
3. Chambers, G. (1999). Motivating language learners. Clevedon, UK: Multilingual Matters.
4. Chen, J. F., Warden, C. A., and Chang, H. T. (2005). Motivators that do not motivate: The case of Chinese EFL learners and the influence of culture on motivation. TESOL Quarterly, 39, 609—633.
5. Cheng, H.-F., and Dörnyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in Language Learning and Teaching, 1, 153—174.
6. Clément, R., Dörnyei, Z., and Noels, K. A. (1994). Motivation, self-confidence and group cohesion in the foreign language classroom. Language Learning, 44, 417—448.
7. Clément, R. and Kruidenier, B. (1983). Orientations in second language acquisition: 1. The effects of ethnicity, milieu, and target language on their emergence. Language Learning, 33, 273—291.
8. Clément, R., Noels, K. A., and MacIntyre, P. D. (2007). Three variations on the social psychology of bilinguality: Context effects in motivation, usage and identity. In A. Wetherall, B. M. Watson, and C. Gallois (Eds.), Language, discourse and social psychology (pp. 51—77). Basingstoke: Palgrave.
9. Crookes, G. and Schmidt, R. (1991). Motivation: Reopening the research agenda. Language Learning, 41, 469-512.
10. Csizér, K. and Kormos, J. (2009). Learning experience, selves and motivated learning behaviour: A comparative analysis of structural models for Hungarian secondary and university learners of English. In Z. Dörnyei and E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 98-119). Bristol: Multilingual Matters.
11. Dörnyei, Z. (1990). Conceptualizing motivation in foreign-language learning. Language Learning, 40, 45-78.
12. Dörnyei, Z. (1994a). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78, 273-284.
13. Dörnyei, Z. (1994b). Understanding L2 motivation. On with the challenge! The Modern Language Journal, 78, 515-523.
14. Dörnyei, Z. (2000). Motivation in action: Towards a process-oriented conceptualisation of student motivation. British Journal of Educational Psychology, 70, 519-538.
15. Dörnyei, Z. (2001a). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
16. Dörnyei, Z. (2001b). Teaching and researching motivation. Harlow: Longman.
17. Dörnyei, Z. (2002). The motivational basis of language learning tasks. In P. Robinson, (Ed.), Individual differences and instructed language learning (pp. 137-158). Amsterdam: John Benjamins.
18. Dörnyei, Z. (2003). Attitudes, orientations and motivations in language learning: Advances in theory, research and applications. In Z. Dörnyei (Ed.), Attitudes, orientations, and motivations in language learning (pp. 3-32). Oxford: Blackwell.
19. Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
20. Dörnyei, Z. (2007a). Research methods in applied linguistics. Oxford: Oxford University Press.
21. Dörnyei, Z. (2007b). Creating a motivating classroom environment. In J. Cummins and C. Davison (Eds.), International handbook of English language teaching (Vol. 2, pp. 719-731). New York: Springer.
22. Dörnyei, Z. (2009a). The psychology of second language acquisition. Oxford: Oxford University Press.
23. Dörnyei, Z. (2009b). The L2 motivational self system. In Z. Dörnyei and E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Bristol: Multilingual Matters.
24. Dörnyei, Z. (2009c). Motivation and the vision of knowing a second language. In B. Beaven (Ed.), IATEFL 2008: Exeter Conference Selections (pp. 16-22). Canterbury: IATEFL.
25. Dörnyei, Z. (2009d). Individual differences: Interplay of learner characteristics and learning environment. In N. C. Ellis and D. Larsen-Freeman (Eds.), Language as a complex adaptive system (pp. 237-255). Oxford: Wiley Blackwell.
26. Dörnyei, Z. and Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2, 203-29.
27. Dörnyei, Z. and Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-62.
28. Dörnyei, Z., Csizér, K., and Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Clevedon, UK: Multilingual Matters.
29. Dörnyei, Z. and Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics (Thames Valley University, London), 4, 43—69.
30. Dörnyei, Z. and Tseng, W.-T. (2009). Motivational processing in interactional tasks. In A. Mackey and C. Polio (Eds.), Multiple perspectives on interaction: Second language research in honor of Susan M. Gass (pp. 117-134). Mahwah, NJ: LawrenceErlbaum.
31. Dörnyei, Z. and Ushioda, E. (Eds.) (2009a). Motivation, language identity and the L2 self. Bristol: Multilingual Matters.
32. Dörnyei, Z. and Ushioda, E. (2009b). Motivation, language identities and the L2 self: Future research directions. In Z. Dörnyei and E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 350-356). Bristol: Multilingual Matters.
33. Dörnyei, Z. and Ushioda, E. (2011). Teaching and researching motivation (Second Edition) Harlow: Pearson Education.
34. Ellis, N. C., and Larsen-Freeman, D. (Eds.) (2009). Language as a complex adaptive system. Oxford: Wiley-Blackwell.
35. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
36. Gardner, R. C., Lalonde, R. N., and Pierson, R. (1983). The socio-educational model of SLA: An investigation using LISREL causal modeling. Journal of Language and Social Psychology, 2, 1-15.
37. Gardner, R. C. and Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
38. Gardner, R. C. and MacIntyre, P. D. (1993). A student’s contributions to second-language learning. Part II: Affective variables. Language Teaching, 26, 1-11.
39. Gardner, R. C. and Tremblay, P. F. (1994). On motivation, research agendas and theoretical frameworks. The Modern Language Journal, 78, 359-68.
40. Gardner, R. C., Tremblay, P. F., and Masgoret, A.-M. (1997). Towards a full model of second language learning: An empirical investigation. The Modern Language Journal, 81, 344-62.
41. Gibbs, G. (2007). Analysing qualitative data. London: Sage.
42. Guilloteaux, M. J. and Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42, 55-77.
43. Hadfield, J. and Dörnyei, Z. (in press). Theory into practice: Motivation and the ideal self. London: Longman.
44. Hermann, G. (1980). Attitudes and success in children’s learning of English as a second language: The motivational vs resultative hypothesis. English Language Teaching Journal, 34, 247-54.
45. Howe, M. L., and Lewis, M. D. (2005). The importance of dynamic systems approaches for understanding development. Developmental Review, 25, 247-251.
46. Irie, K. (2003). What do we know about the language learning motivation of university students in Japan? Some patterns in survey studies. JALTJournal, 25, 86-100.
47. Järvelä, S. (2001). Shifting research on motivation and cognition to an integrated approach on learning and motivation in context. In S. Volet and S. Järvelä (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications (pp. 3-14). Oxford: Elsevier Science.
48. Julkunen, K. (1989). Situation- and task-specific motivation in foreign-language learning. Joensuu: University of Joensuu.
49. Kim, T.-Y. (2009). The sociocultural interface between Ideal Self and Ought-to Self: A case study of two Korean students’ ESL motivation. In Z. Dörnyei and E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 274-294). Bristol: Multilingual Matters.
50. Kraemer, R. (1993). Social psychological factors related to the study of Arabic among Israeli high school students. Studies in Second Language Acquisition, 15, 83-105.
51. Kubanyiova, M. (2009). Possible selves in language teacher development. In Z. Dörnyei and E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 314-332). Bristol: Multilingual Matters.
52. Lafford, B. A. (Ed.) (2007). Second language acquisition reconceptualized? The impact of Firth and Wagner (1997) (Focus issue). The Modern Language Journal, 91.
53. Larsen-Freeman, D. and Cameron, L. (2008a). Complex systems and applied linguistics. Oxford: Oxford University Press.
54. Larsen-Freeman, D. and Cameron, L. (2008b). Research methodology on language development from a complex systems perspective. The Modern Language Journal, 92, 200-213.
55. MacIntyre, P., Mackinnon, S., and Clément, R. (2009). Toward the development of a scale to assess possible selves as a source of language learning motivation. In Z. Dörnyei and E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 193-214). Bristol: Multilingual Matters.
56. Markus, H. R. and Nurius, P. (1986). Possible selves. American Psychologist, 41, 954-69.
57. Masgoret, A.-M. and Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and his associates. Language Learning, 53 (Supplement 1), 167-210.
58. McDonough, S. (1981). Psychology in foreign language teaching. London: George Allen and Unwin.
59. Noels, K. A. (2001). New orientations in language learning motivation: Towards a model of intrinsic, extrinsic, and integrative orientations and motivation. In Z. Dörnyei and R. Schmidt (Eds.), Motivation and second language acquisition (pp. 43-68). Honolulu, HI: University of Hawaii Press.
60. Noels, K. A., Clément, R., and Pelletier, L. G. (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. The Modern Language Journal, 83, 23-34.
61. Noels, K. A., Pelletier, L. G., Clément, R., and Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50, 57-85.
62. Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow: Longman.
63. Oxford, R. L. and Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78, 12-28.
64. Ryan, S. (2009).Selfand identityin L2 motivation in Japan: The ideal L2 self and Japanese learners of English. In Z. Dörnyei and E. Ushioda (Eds.), Motivation, language identity and the L2 self(pp. 120-143). Bristol: Multilingual Matters.
65. Sealey, A. and Carter, B. (2004). Applied linguistics as social science. London: Continuum.
66. Shoaib, A. and Dörnyei, Z. (2005).Affect in lifelong learning: Exploring L2 motivation as a dynamic process. In D. Nunan (Ed.), Learners’ stories: Difference and diversity in language learning (pp. 22-41). Cambridge: Cambridge University Press.
67. Skehan, P. (1989). Individual differences in second-language learning. London: Edward Arnold.
68. Taguchi, T., Magid, M., and Papi, M. (2009). The L2 Motivational SelfSystem amongJapanese, Chinese and Iranian learners of English: A comparative study. In Z. Dörnyei and E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 66-97). Bristol: Multilingual Matters.
69. Tremblay, P. F. and Gardner, R. C. (1995). Expanding the motivation construct in language learning. The Modern Language Journal, 79, 505-20.
70. Ushioda, E. (1996a). Developing a dynamic concept of L2 motivation. In T. Hickey and J. Williams (Eds.), Language, education and society in a changing world (pp. 239-245). Dublin/Clevedon, UK: IRAAL/Multilingual Matters.
71. Ushioda, E. (1996b). Learner autonomy 5: The role of motivation. Dublin: Authentik.
72. 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 (pp. 93-125). Honolulu, HI: University of Hawaii Press.
73. Ushioda, E. (2003). Motivation as a socially mediated process. In D. Little, J. Ridley, and E. Ushioda (Eds.), Learner autonomy in the foreign language classroom: Teacher, learner, curriculum and assessment (pp. 90-102). Dublin: Authentik.
74. Ushioda, E. (2006). Language motivation in a reconfiguredEurope: Access, identity and autonomy. Journal of Multilingual and Multicultural Development, 27, 148-61.
75. Ushioda, E. (2008). Motivation and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 19-34). Cambridge: Cambridge University Press.
76. Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In Z. Dörnyei and E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 215-228). Bristol: Multilingual Matters.
77. Warden, C. and Lin, H. J. (2000). Existence of integrative motivation in Asian EFL settings. Foreign Language Annals, 33, 535-47.
78. Williams, M. and Burden, R. L. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.
79. Williams, M. and Burden, R. L. (1999). Students’ developing conceptions ofthemselves as language learners. The Modern Language Journal, 83, 193-201.
80. Williams, M., Burden, R. L., and Al-Baharna, S. (2001). Making sense of success and failure: The role of the individual in motivation theory. In Z. Dörnyei and R. Schmidt (Eds.), Motivation and second language acquisition (pp. 171-184). Honolulu, HI: University of Hawaii Press.
81. Yashima, T. (2002). Willingness to communicate in a second language: The Japanese context. The Modern Language Journal, 86, 54-66.
82. Zuengler, J. and Miller, E. R. (2006). Cognitive and sociocultural perspectives: Two parallel SLA worlds? TESOL Quarterly, 40, 35-58.