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Tytuł:
La motivación de los alumnos polacos para el aprendizaje del español como lengua extranjera
Polish Students Motivation to Learn Spanish as a Foreign Language
Autorzy:
Spychała-Wawrzyniak, Małgorzata
Bustinza, Leonor Sagermann
Powiązania:
https://bibliotekanauki.pl/articles/1048780.pdf
Data publikacji:
2016-09-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Spanish language
motivation
internal (integral) motivation
external (instrumental) motivation
Opis:
Over the past several years the number of students learning Spanish as a foreign language has doubled in Poland. The present article is an attempt at answering the following questions: Why is Spanish so popular in Polish schools and what are the reasons for choosing this language by Polish students? The authors wish to analyze the situation from the point of view of two types of motivation: internal (integral) motivation and external (instrumental) motivation. The results of our study have been compared to the results of corresponding studies carried out among Polish students learning German. At the opening of our deliberations we present the definitions and typical features of motivation. Next the typology and origin of motivation is discussed, which incorporates both the cognitive and affective approach. Finally, we submit the results of a pilot study performed among Polish middle school and high school students who learn Spanish.
Źródło:
Studia Romanica Posnaniensia; 2016, 43, 3; 85-102
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Exploring young EFL learners’ motivation: Individual versus pair work on dictogloss tasks
Autorzy:
Kopinska, Marta
Azkarai, Agurtzane
Powiązania:
https://bibliotekanauki.pl/articles/780509.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
L2 motivation
task motivation
young EFL learners
dictogloss
individual vs. pair work
Opis:
Motivation has been widely considered one of the most influential variables in the field of second language learning. Motivation may vary throughout the years, even within the duration of a single language class, and this might occur due to different factors, such as the choice of tasks or the activity type (i.e., collaborative or individual). These two factors have not been investigated in depth with young learners in foreign language settings, and from a task-based perspective. Thus, this paper addresses this gap, and explores the potential changes in motivation of 64 Spanish young learners of English as a foreign language who worked on a number of dictogloss tasks in pairs and individually over the span of a school year. Data was collected several times by means of different tools that measured students’ general and more specific task motivation, as well as their attitudes towards individual/pair work. The findings revealed that, overall, these children’s motivation was high and consolidated with time, while their level of anxiety decreased. Their attitudes towards the dictogloss were positive from the beginning to the end of the school year, and more so when they carried out the task in pairs. These findings support the benefits of collaborative work, and the dictogloss, as an appropriate task that engages children in their learning of a foreign language.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 3; 607-630
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Slovenské, české a poľské lingvistické termíny z hľadiska syntaktickej motivácie
Slovak, Czech and Polish linguistic terms in terms of syntactic motivation
Autorzy:
Vojtekova, Marta
Powiązania:
https://bibliotekanauki.pl/articles/908901.pdf
Data publikacji:
2019-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
linguistic terms
lexical motivation
syntactic motivation
terminological motivation
Slovak
Czech
Polish
lingvistické termíny
lexikálna motivácia
syntaktická motivácia
terminologická motivácia
slovenčina
čeština
poľština
Opis:
Štúdia sa zaoberá jazykovednými termínmi v slovenčine, češtine a poľštine. Opisuje a konfrontuje lingvistické termíny ako terminologicky motivované jednotky z aspektu syntaktickej motivácie, poukazuje na kooperáciu terminologickej a syntaktickej motivácie, pričom vychádza z teórie lexikálnej motivácie. Opis problematiky i závery sa zakladajú na výskume rozsiahlej materiálovej bázy Slovníka slovanské lingvistické terminologie 1, 2 (Jedlička (ed.) 1977, 1979), ale aj novších prameňov. Štúdia poukazuje na pomer, distribúciu a konkurenciu jednoslovných a viacslovných (syntakticky motivovaných) pomenovaní v oblasti lingvistiky, ako aj na medzijazykové zhody a diferencie pri pomenúvaní totožných denotátov. Na základe výskumu sú vydelené konštrukčné typy viacslovných jazykovedných termínov v slovenčine, češtine a poľštine. Poukazuje sa na najviac zastúpené konštrukčné typy, ako aj na interlingválne zhody a diferencie v konštrukčnom členení.
This study deals with linguistic terms in Slovak, Czech and Polish languages. It describes and confronts linguistic terms as terminologically motivated units from the point of view of syntactic motivation. Based on the theory of lexical motivation it points out also a cooperation of the terminological and syntactic motivation. The issue description as well as conclusions are built upon the research of an extensive material basis of Slovník slovanské lingvistické terminologie 1, 2 (Jedlička (ed.) 1977, 1979) and on more recent sources. The study points out the proportion, distribution and competition of one-word and multi-word (syntactically motivated) terms in linguistics, as well as interlingual correspondences and differences, when naming identical denotates is concerned. Furthermore, construction types of multi-word linguistic terms have been identified in Slovak, Czech and Polish languages. The paper finally pays attention to the most frequent construction types, as well as to interlingual correspondences and differences appearing in construction classification.
Źródło:
Bohemistyka; 2019, 4; 501-522
1642-9893
Pojawia się w:
Bohemistyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Book review
Autorzy:
Gregersen, Tammy
Powiązania:
https://bibliotekanauki.pl/articles/780693.pdf
Data publikacji:
2013-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
motivation
vision
Opis:
Motivating Learners, Motivating Teachers: Building the Vision in the Language Classroom Zoltan Dornyei, Magdalena Kubanyiova Cambridge University Press 2014
Źródło:
Studies in Second Language Learning and Teaching; 2013, 3, 3; 441-443
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
EFL teacher motivation in-situ: Co-adaptive processes, openness and relational motivation over interacting timescales
Autorzy:
Sampson, Richard J.
Powiązania:
https://bibliotekanauki.pl/articles/780991.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
teacher motivation
complex systems theory
person-in-context relational view
English as a foreign language
case study
Opis:
This paper presents an exploratory case study of the classroom motivational dynamics of an English as a foreign language (EFL) teacher at a Japanese technology college. The article examines how motivation evolved in-context over various timescales through interactions with affect and identity. An introspective research journal generated rich, qualitative data concerning fluctuations in teacher motivation over one academic year. The analysis also drew on student journal data to provide a different perspective on teacher reflections. The study applied a thematic analysis, with “theoretical comparison” (Corbin & Strauss, 2008) to understand teacher motivation from a “person-in-context relational view” (Ushioda, 2009). The article utilises the properties of complex systems to render insight to the evolution of teacher motivation as open to influences “external” to the classroom, yet fundamentally tied to adaptive experiences with a particular class group. A variety of diagrammatic tools are also employed to illuminate the relational development of teacher motivation, affect and identity constantly occurring over interacting timescales.
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 2; 293-318
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Successful language learning in a corporate setting: The role of attribution theory and its relation to intrinsic and extrinsic motivation
Autorzy:
Kálmán, Csaba
Gutierrez Eugenio, Esther
Powiązania:
https://bibliotekanauki.pl/articles/780449.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
attribution theory
self-determination theory
intrinsic motivation
extrinsic motivation
adult learners
Opis:
Attribution theory (Weiner, 1985) and self-determination theory (Deci & Ryan, 1985) have been explored as contributors to L2 motivation (cf. Dörnyei, 2001) but have never been studied quantitatively in concert. In addition, students’ attributions for success in learning a foreign language have never been measured through the use of a questionnaire. The aim of this paper is therefore (a) to develop a questionnaire with reliable constructs that allows to measure adult learners’ attributions for their success in learning English in a corporate setting, (b) to investigate these learners’ attributions, and (c) to investigate the relationship between students’ attributions and the constructs of Intrinsic and Extrinsic motivation central to self-determination theory. Our main results show that among the attributions measured, interest, effort and corporate culture seemed to be the main causes that students recognised as directly involved in their success in learning English. Of all the attributional scales, interest and ability appeared to importantly contribute to intrinsic motivation, while corporate culture, encounters with foreign professionals and ability contributed to a lower extent to extrinsic motivation. It must be noted, however, that attributions for success to teacher and task were so consistently high that they could not be reliably measured with the questionnaire.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 4; 583-608
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Motywacja w procesie tworzenia chrematonimii marketingowej
Motivation in the Process of Creation of the Marketing Chrematonymy
Autorzy:
Gałkowski, Artur
Powiązania:
https://bibliotekanauki.pl/articles/911080.pdf
Data publikacji:
2014-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
onymy
chrematonymy
marketing chrematonymy
onomastic motivation
Opis:
The paper presents different notions regarding the general functioning of motivation during the process of formation of proper names. Making use of the specific methodological key, the analysis moves to the marketing chrematonymy and concentrates on it. The author distinguishes several types of motivation in the marketing chrematonymy area, including the conceptual motivation, the interonomastic motivation, the associative-connotative motivation, the formal-creative motivation and finally, the cultural motivation, which plays the principal role in this statement. 
Źródło:
Poznańskie Spotkania Językoznawcze; 2014, 27; 63-72
2082-9825
2450-0259
Pojawia się w:
Poznańskie Spotkania Językoznawcze
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Motivation and emotion in the EFL learning experience of Romanian adolescent students: Two contrasting cases
Autorzy:
Pavelescu, Liana Maria
Powiązania:
https://bibliotekanauki.pl/articles/780541.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
adolescent students
EFL
emotions
learning experience
motivation
Opis:
The aim of this study was to investigate the language learning motivation of two EFL teenage students in Romania and the link between motivation and the emotional dimensions of these adolescents’ learning experiences. While language learning motivation has been widely researched, its relationship with emotion in the learning experience has not been examined in depth thus far. To gain deep insight into this relationship, the present study used various qualitative methods: a written task, multiple semi-structured interviews with the students and their teachers, and prolonged lesson observation. The findings showed that the learners’ motivation and emotions were closely intertwined in their learning experiences in idiosyncratic ways. Mika (pseudonym) experienced the prevalent emotion of love of English and was a highly motivated learner. In her out-of-class learning experience, her motivation was linked to her emotions towards her favorite singer. In her classroom learning experience, her motivation was shaped by her teacher’s encouragement and support. Kate (pseudonym) did not reportedly experience a dominant emotion towards English and had a rather weak motivation. The absence of an expressed dominant emotion towards English was linked to her classroom learning experience before high school, namely to her teacher’s lack of encouragement, which hindered her motivation. By focusing on two contrasting cases of learners, this study has foregrounded the role of the emotional aspects of the language learning experience in shaping motivation, showing how strong positive emotions enhance and sustain motivation and how the lack of such emotions hinders motivation.
Źródło:
Studies in Second Language Learning and Teaching; 2019, 9, 1; 55-82
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Unconscious motivation. Part II: Implicit attitudes and L2 achievement
Autorzy:
Al-Hoorie, Ali H.
Powiązania:
https://bibliotekanauki.pl/articles/781065.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
motivation
implicit attitudes
Implicit Association Test
social desirability
explicit–implicit correspondence
Opis:
This paper investigates the attitudinal/motivational predictors of second language (L2) academic achievement. Young adult learners of English as a foreign language (N = 311) completed several self-report measures and the SingleTarget Implicit Association Test. Examination of the motivational profiles of high and low achievers revealed that attachment to the L1 community and the ought-to L2 self were negatively associated with achievement, while explicit attitudes toward the L2 course and implicit attitudes toward L2 speakers were positively associated with it. The relationship between implicit attitudes and achievement could not be explained either by social desirability or by other cognitive confounds, and remained significant after controlling for explicit self-report measures. Explicit–implicit congruence also revealed a similar pattern, in that congruent learners were more open to the L2 community and obtained higher achievement. The results also showed that neither the ideal L2 self nor intended effort had any association with actual L2 achievement, and that intended effort was particularly prone to social desirability biases. Implications of these findings are discussed.
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 4; 619-649
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The effect of emotional intelligence awareness-raising activities on L2 motivation
Autorzy:
Barzegar, Reza
Sadr, Sajjad Aref
Powiązania:
https://bibliotekanauki.pl/articles/780535.pdf
Data publikacji:
2013-03
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
emotional intelligence
L2 motivation
universal motivational strategies
Opis:
This article reports a study investigating the effect of emotional intelligence (EI) awareness-raising on Iranian university students’ overall as well as variable-specific L2 motivation. The 136 participants (107 males, 29 females) were divided into a control group and an experimental group, both of which completed the same motivation questionnaire at the beginning and end of the study, with the latter receiving EI awareness-raising in seven sessions over a seven-week period. The results of paired and independent sample t tests showed that EI awareness-raising did not have any statistically significant positive effect on Iranian university students’ overall L2 motivation, but they had a statistically significant positive effect on the Instrumentality- prevention aspect of L2 motivation. The study highlights the importance of becoming familiar with and applying three motivational strategies which may be considered as universal motivational strategies.
Źródło:
Studies in Second Language Learning and Teaching; 2013, 3, 1; 67-86
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
My many selves are still me: Motivation and multilingualism
Autorzy:
Thompson, Amy S.
Powiązania:
https://bibliotekanauki.pl/articles/780854.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
perceived positive language interaction (PPLI)
ideal multilingual self
L2 motivational self system
multilingualism
motivation
Opis:
Two concepts of multilingualism that relate to the selves aspect of Dörnyei’s (2009) L2 motivational self system (L2MSS) are highlighted in this article: Thompson’s concept of perceived positive language interaction (PPLI) and Henry’s notion of the ideal multilingual self. With the dynamic model of multilingualism informing both concepts (Herdina & Jessner, 2002; Jessner, 2006, 2008), the intangible advantage that multilingual speakers have over monolingual speakers is clearly articulated in the discussion of this topic. The interconnectivity of language systems is an inherent aspect of the DMM; as such, both Thompson with PPLI and Henry with the ideal multilingual self incorporate the DMM as a framework to indicate the fluid nature of these constructs as additional language learning experiences are added to the system over time. This article further explores the dynamicity of multilingual learners’ language systems and the influences that induce change. Specifically, data from Thompson’s (2017b) study on LOTE learners are re-examined to explore this question. Additionally, excerpts from Natasha Lvovich’s (1997) The Multilingual Self, an autobiography of an L1 Russian speaker, are analyzed to present different possible models of incorporating the multilingual self and PPLI. The article ends with a discussion of an inherently multilingual context, as well as thoughts regarding the possibility of different types of future selves.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 1; 159-176
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Unconscious motivation. Part I: Implicit attitudes toward L2 speakers
Autorzy:
Al-Hoorie, Ali H.
Powiązania:
https://bibliotekanauki.pl/articles/780935.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
implicit attitudes
Implicit Association Test
motivation
ideal L2 self
explicit–implicit correspondence
Opis:
This paper reports the first investigation in the second language acquisition field assessing learners’ implicit attitudes using the Implicit Association Test, a computerized reaction-time measure. Examination of the explicit and implicit attitudes of Arab learners of English (N = 365) showed that, particularly for males, implicit attitudes toward L2 speakers are associated with self-reported openness to the L2 group and with strength of correlations among attitudinal and motivational variables. Implicit attitudes also moderated important paths in the L2 Motivational Self System. The paper concludes that implicit attitudes seem to be a meaningful individual difference variable, adding a new dimension to our understanding of language motivation.
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 3; 423-454
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ОРУДНИЙ ПОРІВНЯЛЬНИЙ У КОГНІТИВНО-ОНОМАСІОЛОГІЧНОМУ АСПЕКТІ
Autorzy:
КРЯЧКО, ОЛЕНА
Powiązania:
https://bibliotekanauki.pl/articles/1041384.pdf
Data publikacji:
2020-06-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
cognitive and onomasiological approach
ablative comparative
modus motivation
associative motivation
podejście kognitywno-onomazjologiczne
narzędnik porównawczy
motywacja modalna
motywacja skojarzeniowa
Opis:
Artykuł poświęcony jest analizie konstrukcji z narzędnikiem porównawczym przez pryzmat podejścia kognitywno-onomazjologicznego. Niedostateczny stan badań w tym kierunku warunkuje ich aktualność. Celem pracy jest określenie głównych typów motywacyjnych dla porównania z nieregularną nieciągłością i wyjaśnienie specyfiki ich funkcjonowania. Określono ramę modalną narzędnika porównawczego, wyznaczono sytuacje, w których występuje ten przypadek, zdefiniowano mechanizmy powstawania atrybutywnego znaczenia narzędnika porównawczego przyimkowego i przyczasownikowego. Ustalono, że nie wszystkie z motywacyjnych typów są produktywne przy tworzeniu takich porównań. Wskazano obecność szacującego składnika w strukturach o motywacji modalnej, co przyczynia się do wyrażenia wielu subiektywno-modalnych wartości. Określono istotę poznawczą struktur z narzędnikiem porównawczym, w których obserwuje się motywację skojarzeniową. Wymieniono mentalne osobliwości budowy porównania z narzędnikiem porównawczym (ablativus comparativus).
The article examines structures with the comparative ablative through the prism of the cognitive and onomasiological approach. The fragmented coverage of the problem determines the topicality of the research. The aim is to identify the main motivation for comparativemes in ablative case and clarify the specificity of their functioning. The modus frame of the ablative comparative is outlined, the situations where this case appears are described, the mechanisms of the origin of the attributive meaning of the ablative comparative case used with nouns and verbs are defined. It is demonstrated that not all motivational types are productive for the formation of such comparatives. The evaluative component is singled out in structures with modus motivation, this promoting a range of subjective and modal meanings. The cognitive nature of ablative comparative structures with associative motivation is elucidated. Mental procedures shaping structures with the ablative comparative case are determined.
Źródło:
Studia Ukrainica Posnaniensia; 2020, 8, 1; 115-125
2300-4754
Pojawia się w:
Studia Ukrainica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Factors behind tourists’ travel motivation: The case of the Gilan region, Iran
Autorzy:
Ramazannejad, Yaser
Zarghamfard, Moslem
Hajisharifi, Arezoo
Azar, Sahand
Powiązania:
https://bibliotekanauki.pl/articles/2043650.pdf
Data publikacji:
2021-12-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
tourism
motivation
pull and push factor
Gilan
Iran
Opis:
This research aims to identify the pull and push factors that are effective for tourists travelling to Gilan province and classifying their motivations into key factors. Data were collected using a questionnaire. A total of 20 motives, including 11 push factors and 9 pull factors, were investigated. The sample size of the study was 390 people. For data analysis, single-sample t-test and factor analysis were used. The results showed that the average total pull motive was greater than the push motive. Motives were divided into three main factors: ‘nature-based tourism and spiritual regeneration’, ‘place dependency and the purchase of agricultural products’ and ‘lifestyle’. It should be noted that the ‘nature-based tourism and spiritual regeneration’ was found to be the most important factor for travelling to Gilan province.
Źródło:
Quaestiones Geographicae; 2021, 40, 4; 101-112
0137-477X
2081-6383
Pojawia się w:
Quaestiones Geographicae
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A call for a multifaced approach to language learning motivation research:Combining complexity, humanistic, and critical perspectives
Autorzy:
Pigott, Julian
Powiązania:
https://bibliotekanauki.pl/articles/780791.pdf
Data publikacji:
2012-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
motivation
positivist research
reductionist research
complex systems
humanistic perspective
Opis:
In this paper I give an overview of recent developments in the L2 motivation field, in particular the movement away from quantitative, questionnaire-based methodologies toward smaller-scale qualitative studies incorporating concepts from complexity theory. While complexity theory provides useful concepts for exploring motivation in new ways, it has nothing to say about ethics, morality, ideology, politics, power or educational purpose. Furthermore, calls for its use come primarily from researchers from the quantitative tradition whose aim in importing this paradigm from the physical sciences appears to be to conceptualize and model motivation more accurately. The endeavor therefore remains a fundamentally positivist one. Rather than being embraced as a self-contained methodology, I argue that complexity theory should be used cautiously and prudently alongside methods grounded in other philosophical traditions. Possibilities abound, but here I suggest one possible multifaceted approach combining complexity theory, a humanisticconception of motivation, and a critical perspective.
Źródło:
Studies in Second Language Learning and Teaching; 2012, 2, 3; 349-366
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
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