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    Wyświetlanie 1-11 z 11
    Tytuł:
    Motivation and demotivation over two years: A case study of English language learners in Japan
    Autorzy:
    Kikuchi, Keita
    Powiązania:
    https://bibliotekanauki.pl/articles/780573.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    learning experience
    L2 motivational self system
    motivational trajectories
    Opis:
    This paper is about four Japanese university students majoring in international studies, who participated in a two-year study examining changes in their motivation. Using monthly interviews and a 29-item questionnaire on Dörnyei’s (2005) L2 motivational self system that was administered alongside each interview, the trajectories of learner motivation were investigated, based on both quantitative and qualitative data. First, changes in the participants’ motivation were identified using quantitative data. Next, a variety of motivators and demotivators that learners experienced both inside and outside of their classrooms were analyzed using the qualitative data. With the data obtained, this study focuses on how four learners’ language learning motivation and contexts adapt to each other, and how the dynamics of the four learners’ motivation changes due to their learning experiences. Each learner was different in their trajectory of motivation and the kinds of motivators and demotivators that they experienced in their particular contexts. The four learners underwent unique motivators and demotivators, and reacted differently. While participants identified their ideal L2 selves, or ought-to L2 selves, these self-guides were not strengthened by their L2 experiences over time. Based on these findings, the importance of studying the rich experiences of language learners in motivation research is discussed.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 1; 157-175
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The relationship between the L2 Motivational Self System and attainment
    Autorzy:
    Sandeman, David
    Powiązania:
    https://bibliotekanauki.pl/articles/2183714.pdf
    Data publikacji:
    2022-12-31
    Wydawca:
    Poznańskie Towarzystwo Przyjaciół Nauk
    Tematy:
    motivation
    L2 Motivational Self System
    attainment
    L2 proficiency
    Opis:
    Motivation is widely accepted to be a crucial aspect of language learning, and a variety of models of motivation have been proposed over the years. The L2 Motivational Self System is a particularly interesting model that reconceptualizes motivation as a function of possible future self-guides, and has far-reaching pedagogical implications. Critics have pointed out that there is little evidence connecting L2 Motivational Self System to attainment, as it is inconsistently correlated with L2 proficiency and is only a weak predictor of results. However, as this paper details, these criticisms ignore the correlation between the L2 Motivational Self System and other behaviors and attitudes associated with attainment, such as willingness to communicate, self-efficacy, persistent learning, and low L2 anxiety.
    Źródło:
    Lingua Posnanensis; 2022, 64, 2; 35-47
    0079-4740
    2083-6090
    Pojawia się w:
    Lingua Posnanensis
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System
    Autorzy:
    Dörnyei, Zoltán
    Powiązania:
    https://bibliotekanauki.pl/articles/780537.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    L2 Motivational Self System
    L2 Learning Experience
    engagement
    motivated behavior
    Opis:
    The theoretical emphasis within the L2 Motivational Self System has typically been on the two future self-guides representing possible (ideal and ought-to) selves, leaving the third main dimension of the construct, the L2 Learning Experience, somewhat undertheorized. Yet, this third component is not secondary in importance, as evidenced by empirical studies that consistently indicate that the L2 Learning Experience is not only a strong predictor of various criterion measures but is often the most powerful predictor of motivated behavior. This paper begins with an analysis of possible reasons for this neglect and then draws on the notion of student engagement in educational psychology to offer a theoretical framework for the concept. It is proposed that the L2 Learning Experience may be defined as the perceived quality of the learners’ engagement with various aspects of the language learning process.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 1; 19-30
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Directed Motivational Currents: Using vision to create effective motivational pathways
    Autorzy:
    Muir, Christine
    Dornyei, Zoltan
    Powiązania:
    https://bibliotekanauki.pl/articles/780747.pdf
    Data publikacji:
    2013-10
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Directed Motivational Current
    vision
    imagery
    motivation process
    L2 Motivational Self System
    possible selves
    Opis:
    Vision, that is, the mental representation of the sensory experience of a future goal state (involving imagination and imagery), is currently at the forefront of motivational innovation, and in recent years it has been seen increasingly more often in the motivational tool kit of practicing language teachers. Theories such as Dörnyei’s L2 motivational self system have explored the power that creating effective visions can harness (see, e.g., Dörnyei & Kubanyiova, 2014) and when viewed in conjunction with other current research avenues, such as future time perspective and dynamic systems theory, vision offers exciting potential. A Directed Motivational Current is a new motivational construct that we suggest is capable of integrating many current theoretical strands with vision: It can be described as a motivational drive which energises long-term, sustained behaviour (such as language learning), and through placing vision and goals as critical central components within this construct, it offers real and practical motivational potential. In this conceptual paper, we first discuss current understandings of vision and of Directed Motivational Currents, and then analyse how they may be optimally integrated and employed to create effective motivational pathways in language learning environments.
    Źródło:
    Studies in Second Language Learning and Teaching; 2013, 3, 3; 357-375
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Comparing self-determination theory and the L2 motivational self system and their relationships to L2 proficiency
    Autorzy:
    Takahashi, Chika
    Im, Seongah
    Powiązania:
    https://bibliotekanauki.pl/articles/1047061.pdf
    Data publikacji:
    2020-12-18
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    L2 motivation
    self-determination theory
    L2 motivational self system
    L2 proficiency
    structural equation modeling
    Opis:
    This study empirically compares two often-utilized motivation theories in L2 studies: self-determination theory and the L2 motivational self system. It also examines the relationships among their motivational constructs, learners’ intended L2 learning effort, and L2 proficiency. While a number of studies have utilized these models in order to examine second language learners’ motivation, there has not been a thorough comparison of the two. Furthermore, while many studies have demonstrated the structural relationships between the motivational constructs of the two theories and the learner’s self-reported amount of effort, fewer studies have examined their L2 achievement. The results of this study indicated that the constituents in the two theories are correlated as predicted. Furthermore, while internalized types of motivation in self-determination theory predicted intended learning effort, which then led to L2 proficiency, the strength of the ideal L2 self was much weaker than the L2 learning experience, unlike what is argued in the theory.
    Źródło:
    Studies in Second Language Learning and Teaching; 2020, 10, 4; 673-696
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    “This language still motivates me!” Advanced language students and their L2 motivation
    Autorzy:
    Huhtala, Anne
    Kursiša, Anta
    Vesalainen, Marjo
    Powiązania:
    https://bibliotekanauki.pl/articles/780441.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    advanced university students
    L2 motivation
    L2 motivational self system
    languages other than English
    Opis:
    The article focuses on written narratives of 51 Finnish university students who study German, Swedish or French as their major or one of their minors at an advanced level. The study aims to find what keeps these students motivated to study their L2. The data have been analyzed using analysis of narratives (Polkinghorne, 1995). Dörnyei’s (2009a, 2009b, 2014) L2 motivational self system (L2MSS), built around the concepts of ideal L2 self, ought-to L2 self and L2 learning experience, is used as the theoretical framework. The results indicate that perceived social pressure (ought-to L2 self) may be important when the study decision is made, but its importance diminishes during the studies. Instead, a future L2-related vision (ideal L2 self) as well as peers, teachers, course contents, and learning atmosphere (L2 learning experience) become increasingly important during the studies. The role of the emotional dimension of possible selves seems to be central in developing and preserving study motivation. At the end of the article, some implications of the results for higher education programs of languages other than English (LOTEs) are presented.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 2; 287-311
    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:
    The dynamic nature of motivation in language learning: A classroom perspective
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/780809.pdf
    Data publikacji:
    2012-06
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    L2 motivational self system
    motivational changes
    process-oriented view of motivation
    interest and engagement
    Opis:
    When we examine the empirical investigations of motivation in second and foreign language learning, even those drawing upon the latest theoretical paradigms, such as the L2 motivational self system (Dörnyei, 2009), it becomes clear that many of them still fail to take account of its dynamic character and temporal variation. This may be surprising in view of the fact that the need to adopt such a process-oriented approach has been emphasized by a number of theorists and researchers (e.g., Dörnyei, 2000, 2001, 2009; Ushioda, 1996; Williams & Burden, 1997), and it lies at the heart of the model of second language motivation proposed by Dörnyei and Ottó (1998). It is also unfortunate that few research projects have addressed the question of how motivation changes during a language lesson as well as a series of lessons, and what factors might be responsible for fluctuations of this kind. The present paper is aimed to rectify this problem by reporting the findings of a classroom-based study which investigated the changes in the motivation of 28 senior high school students, both in terms of their goals and intentions, and their interest and engagement in classroom activities and tasks over the period of four weeks. The analysis of the data collected by means of questionnaires, observations and interviews showed that although the reasons for learning remain relatively stable, the intensity of motivation is indeed subject to variation on a minute-to-minute basis and this fact has to be recognized even in large-scale, cross-sectional research in this area.
    Źródło:
    Studies in Second Language Learning and Teaching; 2012, 2, 2; 249-278
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Another Look at the L2 Motivational Self System of Polish Students Majoring in English: Insights from Interview Data
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/783125.pdf
    Data publikacji:
    2016
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    motivation
    theory of L2 Motivational Self System
    ideal L2 self
    ought-to self
    English majors
    Opis:
    One of the most recent theoretical developments when it comes to the role of motivation in second language learning is the theory of the L2 motivational self system (e.g., Dörnyei, 2005). It has been proposed in recognition of the fact that learning a foreign language does not only involve acquiring a new communicative code, but also affects the personality of an individual, the difficulties involved in applying Gardner’s (1985) concept of integrativeness to foreign language contexts, as well as the mounting empirical evidence (e.g., Dörnyei & Csizér, 2002), demonstrating that key components of motivation, such as integrativeness, instrumentality, attitudes towards L2 speakers or manifestations of motivated learning behavior are intricately interrelated. As a result, the notion of integrativeness has been reinterpreted as the L2-specific aspect of an individual’s ideal self and the motivational system is believed to comprise the following three dimensions: (a) ideal L2 self, which is related to the abilities and skills that learners envisage themselves possessing, which may trigger a desire to reduce the distance between their actual and ideal selves, (b) ought-to L2 self, which is connected with the attributes that the learners believe are important in the eyes of significant others, and (c) L2 learning experiences, which is a context-related factor reflecting the nature of the immediate learning environment and learning experiences. This framework was applied in a qualitative study, the participants of which were 28 English majors in the last year of a three-year BA program who were interviewed about their motives for learning the target language. The analysis revealed that although motivational influences which have traditionally been regarded as important do play a role, there are a number of factors, such as family influence, instrumentality, knowledge orientation or international posture, that are also of vital importance.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2016, 2, 2
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    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:
    Why am I learning English? Spanish EFL sports science university students´ motivational orientations through the prism of the L2 motivational self system
    Autorzy:
    Bobkina, Jelena
    Gómez-Ortiz, María-José
    Núñez del Río, María Cristina
    Sastre-Merino, Susana
    Powiązania:
    https://bibliotekanauki.pl/articles/2051529.pdf
    Data publikacji:
    2021-12-26
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    second language motivational self system
    L2MSS
    L2 proficiency
    gender differences
    Spain
    sports science
    higher education
    Opis:
    The study explores the motivational profiles of Spanish EFL sports science university students from the second language (L2) motivation self system (L2MSS) perspective to ultimately support Spanish higher institutions´ plans committed to improving employability and competitiveness. The study analyzes the relationships between L2 motivation, L2 proficiency, gender, and L2 contextual variables using data from 196 English as a foreign language (EFL) sports science university students. The data reveal that the ideal L2 self construct stands out as the most salient and powerful factor, while the ought-to and rebellious L2 selves are less significant and there are items loading on both of them at the same time. Thus, higher means for the ideal L2 self motivation correspond to higher levels of L2 proficiency and are supported by L2 learning contextual variables. The strongest ought-to L2 self was registered in students with mid-low L2 proficiency and a lack of L2 learning experiences. Meanwhile, the rebellious L2 self is clearly distinguishable only for students with high L2 proficiency. Pedagogical and curricular implications of these findings are that the ideal and the rebellious L2 selves could positively predict students´ L2 proficiency. Thus, new dynamics of education should explore language teaching methodologies that are more likely to enhance students´ ideal and rebellious L2 selves.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 4; 543-578
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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