Iranian EFL Learners’ L2 Motivational Self System: A Study of Selves and Attitudes Towards L2 Culture and Community
Abstract
Keywords
Full Text:
PDFReferences
Ajzen, I., & Fishbein, M. (1977). Attitude-behavior relations: A theoretical analysis and review of empirical research. Psychologica
l Bulletin, 84(5), 888.
Alaga, N. A. C. (2016). Motivation and attitude of students toward learning English language. In the international conference on research in social science, humanities, and education. Cebu, Philippines.
Cerqueira, F. A., & Badger, S. (2015). Language motivation and attitudes: A study with English for academic purposes learners. Horizontes de Linguística Aplicada, 14(1), 135-171.
Clément, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44(3), 417-448.
Cohen, A. D., & Dörnyei, Z. (2002). Focus on the language learner: Motivation, styles, and strategies. In N. Schmitt (Ed.), An introduction to applied linguistics (pp.170-190). London: Arnold.
Csizér, K., & Kormos, J. (2008). Age-related differences in the motivation of learning English as a foreign language: Attitudes, selves, and motivated learning behavior. Language Learning, 58(2), 327-355.
Csizér, K., Kormos, J., & Sarkadi, A. (2010). The dynamics of language learning attitudes and motivation: Lessons from an interview study of Dyslexic language learners. The Modern Language Journal, 94(3), 470-487.
Csizér, K., & Luk´acs, G. (2010). The comparative analysis of motivation, attitudes, and selves: The case of English and German in Hungary. System, 38, 1-13.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.
Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity, and the L2 self (pp.9-42). Bristol: Multilingual Matters.
Dörnyei, Z., & Chan, L. (2013). Motivation and vision: An analysis of future L2 self-images, sensory styles, and imagery capacity across two target languages. Language Learning, 63(3), 437-462.
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Taylor & Francis Ltd: Routledge.
Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identities and the L2 self: A theoretical overview. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identities and the L2 self (pp.1-8). Bristol: Multilingual Matters.
Edwards, L. (2007). Oxford placement test. Oxford University Press.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, Mass: Newbury House Publishers.
Irie, K. (2003). What do we know about the language learning motivation of university students in Japan? Some parents in survey studies. JALT Journal, 25(1), 86-100.
Islam, M. (2013). L2 motivational self-system and relational factors affecting the L2 motivation of Pakistani students in the public universities of central Punjab, Pakistan. Unpublished doctoral dissertation, University of Leeds, UK.
Kormos, J., Kiddle, T., & Csizér, K. (2011). System of goals, attitudes, and self-related beliefs in second-language-learning motivation. Applied Linguistics, 32(5), 495-516.
Lamb, M. (2004). Integrative motivation in a globalizing world. Synergy, 32(1), 3-19.
Lamb, M. (2009). Situating the L2 self: Two indonesian school learners of English. In Z. Dörnyei & E. Ushioda, (Eds.), Motivation, language identity and the L2 self (pp.229-247). Bristol: Multilingual Matters.
MacIntyre, P. D., Dörnyei, Z., Clément, R., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562.
Madkhali, A. (2016). A study of the L2 motivational self-system in an ESL intensive context among Saudi Arabian students (Unpublished M. A. dissertation). St. Cloud State University, United States.
Magid, M. (2012). The L2 motivational self system from a Chinese perspective: A mixed method study. Journal of Applied Linguistics, 6, 69-90.
Noels, K. A. (2003). Learning Spanish as a second language: Learners’ orientations and perceptions of their teacher’s communication style. In Z. Dörnyei (Ed.), Attitudes, orientations, and motivations in language learning (pp. 97-136). Oxford: Blackwell.
Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38, 467-479.
Prasangani, K. S. N. (2014). Malaysian L2 learners’ English learning motivation: A study of goals, attitudes and self. Issues in Language Studies, 3(1), 24-35.
Rahimi Domakani, M., Jafarpour, A. A., & Haji Mohammadi, M. (2016). The interplay of Iranian EFL learners’ L2 selves and their use of self-regulated learning strategies (Unpublished M. A. dissertation). Shahrekord University, Iran.
Ryan, S. (2008). The ideal L2 selves of Japanese learners of English (Unpublished doctoral dissertation). University of Nottingham, London.
Shimuzi, K., Yashima, T., & Zenuk-Nishide, L. (2004). The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning, 54(1), 119-152.
Stern, H. H. (1983). Fundamental concepts of language teaching: Historical and interdisciplinary perspectives on applied linguistics research. Oxford University Press.
Suzuki, M. (2011). Ideal L2 selves of Japanese English learners at different motivational level. The Bulletin of the Graduate School, 33, 329-351.
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese, and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp.66-97). Bristol: Multilingual Matters.
Ushioda, E. (2001). Language learning at university: Exploring the role of motivational thinking. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp.91-124). Honolulu, HI: University of Hawaii Press.
Xie, Y. (2011). Representations of L2 motivational self system with beginning Chinese language learners at college level in the United States: Heritage and non-heritage language learners (Unpublished doctoral dissertation). Virginia, Liberty University.
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese context. Modern Language Journal, 86(1), 54-66.
DOI: http://dx.doi.org/10.3968/9974
Refbacks
- There are currently no refbacks.
Copyright (c) 2017 Canadian Social Science
This work is licensed under a Creative Commons Attribution 4.0 International License.
Reminder
- How to do online submission to another Journal?
- If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:
1. Register yourself in Journal B as an Author
- Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.
2. Submission
Online Submission: http://cscanada.org/index.php/css/submission/wizard
- Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.
- We only use four mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: caooc@hotmail.com; office@cscanada.net; ccc@cscanada.net; ccc@cscanada.org
Articles published in Canadian Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY).
Canadian Social Science Editorial Office
Address: 1020 Bouvier Street, Suite 400, Quebec City, Quebec, G2K 0K9, Canada.
Telephone: 1-514-558 6138
Website: Http://www.cscanada.net; Http://www.cscanada.org
E-mail:caooc@hotmail.com; office@cscanada.net
Copyright © Canadian Academy of Oriental and Occidental Culture