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    Wyświetlanie 1-4 z 4
    Tytuł:
    Facets of imagery in academic and professional achievements: A study of three doctoral students
    Autorzy:
    Letty, Chan
    Powiązania:
    https://bibliotekanauki.pl/articles/781049.pdf
    Data publikacji:
    2013-10
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    imagery
    motivation
    identity
    ideal L2 self
    Opis:
    Since the inception of the L2 motivational self system (Dörnyei, 2005), which operationalises motivation as a function of learners’ future identities, the field of L2 motivation has seen a growing interest in mental imagery. Numerous studies have examined the role of a future self-guide, that is, the ideal L2 self, and have confirmed it to be powerful for explaining learner motivation (e.g., Csizér & Lukács, 2010; Dörnyei & Ushioda, 2009); however, few studies have explored how mental imagery, a key dimension of the ideal L2 self (Dörnyei & Chan, 2013), can manifest itself in actual motivated behaviour. Using in-depth interviews, the present study aims to explore the motivational capacity of the natural use of mental imagery in three doctoral candidates studying at a British university. The main research focuses on examining how imagery was employed to stimulate the participants’ L2 learning and their doctoral research as well as career choice. This paper proposes a conceptual framework of types, functions, and conditions of imagery in academic and professional achievements based on the data obtained. It reveals an intriguing array of imagery types, functions, and conditions, which shape the achievement of the individuals’ desired goals. Recommendations and implications for future research on imagery use in SLA are also discussed.
    Źródło:
    Studies in Second Language Learning and Teaching; 2013, 3, 3; 397-418
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The L2 motivational self system: A meta-analysis
    Autorzy:
    Al-Hoorie, Ali H.
    Powiązania:
    https://bibliotekanauki.pl/articles/780731.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    ideal L2 self
    ought-to L2 self
    L2 learning experience
    L2 motivational self system
    self-guides
    Opis:
    This article reports the first meta-analysis of the L2 motivational self system (Dörnyei, 2005, 2009). A total of 32 research reports, involving 39 unique samples and 32,078 language learners, were meta-analyzed. The results showed that the three components of the L2 motivational self system (the ideal L2 self, the ought-to L2 self, and the L2 learning experience) were significant predictors of subjective intended effort (rs = .61, .38, and .41, respectively), though weaker predictors of objective measures of achievement (rs = .20, -.05, and .17). Substantial heterogeneity was also observed in most of these correlations. The results also suggest that the strong correlation between the L2 learning experience and intended effort reported in the literature is, due to substantial wording overlap, partly an artifact of lack of discriminant validity between these two scales. Implications of these results and directions for future research are discussed.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 4; 721-754
    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:
    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
      Wyświetlanie 1-4 z 4

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