Open Access

Motivation in foreign language learning: a look at type of school environment as a contextual variable


Cite

Arnold, Jane (2011). Attention to affect in language learning. Anglistik: International Journal of English Studies 22, 11: 11-22.Search in Google Scholar

Clément, Richard, Susan C. Baker, & Peter D. MacIntyre (2003). Willingness to communicate in a second language: The effects of context, norms and vitality. Journal of Language and Social Psychology 22: 190-209.Search in Google Scholar

Clément, Richard, & Kimberly A. Noels (1992). Towards a situated approach to ethnolinguistic identity: The effects of status on individuals and groups. Journal of Language and Social Psychology 11: 203–32.Search in Google Scholar

Clément, Richard, Kimberly A. Noels, & Bernard Denault (2001). Interethnic contact, identity, and psychological adjustment: the mediating and moderating roles of communication. Journal of Social Issues 57: 559–77.Search in Google Scholar

Cohen, Andrew D., & Zoltán Dörnyei (2002). Focus on the language learning: Motivation, styles, and strategies. Schmitt, Norbert, ed. An Introduction to Applied Linguistics. London: Arnold, 170-190.Search in Google Scholar

Crookes, Graham, & Richard W. Schmidt (1991). Motivation: Reopening the research agenda. Language Learning 41: 469-512.Search in Google Scholar

Csizer, Kata, & Judit Kormos (2008). An overview of Hungarian secondary school students’ foreign language motivation. Hans Knudsen, ed. Secondary Education Issues and Challenges. New York: Nova Science Publishers, 59-84.Search in Google Scholar

Deci, Edward L., & Richard M. Ryan (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum Press.10.1007/978-1-4899-2271-7Search in Google Scholar

Dörnyei, Zoltán (1990). Conceptualizing motivation in foreign language learning. Language Learning, 40, 1: 45-78.Search in Google Scholar

Dörnyei, Zoltán (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal 78: 273–84.Search in Google Scholar

Dörnyei, Zoltán (1998). Motivation in Second and Foreign Language Learning. Language Teaching 31: 117-135.Search in Google Scholar

Dörnyei, Zoltán (2001a). Teaching and Researching Motivation. Harlow: Longman.Search in Google Scholar

Dörnyei, Zoltán (2001b). New themes and approaches in second language motivation research. Annual Review of Applied Linguistics 21: 43–59.10.1017/S0267190501000034Search in Google Scholar

Dörnyei, Zoltán (2002). The motivational basis of language learning tasks. Robinson, Peter, ed. Individual Differences and Instructed Language Learning. Amsterdam: John Benjamins: 137–58.Search in Google Scholar

Dörnyei, Zoltán (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum.Search in Google Scholar

Dornyei, Zoltán (2009a). The L2 Motivational Self System. Dornyei, Zoltán, Ema Ushioda, eds. Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters, 9-42.10.21832/9781847691293-003Search in Google Scholar

Dörnyei, Zoltán (2009b). Individual differences: interplay of learner characteristics and learning environment. Ellis, Nick C., Diane Larsen-Freeman, eds. Language as a Complex Adaptive System. Oxford: Wiley Blackwell, 230-248.10.1111/j.1467-9922.2009.00542.xSearch in Google Scholar

Dörnyei, Zoltán, & István Ottó (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics 4: 43-69.Search in Google Scholar

Dörnyei, Zoltán, & Peter Skehan (2003). Individual differences in second language learning. In: Catherine J. Doughty, Michael H. Long, eds. The Handbook of Second Language Acquisition. Oxford: Blackwell, 589-630.10.1002/9780470756492.ch18Search in Google Scholar

Dornyei, Zoltán, & Ema Ushioda (2011). Teaching and Researching Motivation. Harlow etc: Pearson.Search in Google Scholar

Dörnyei, Zoltán, Peter MacIntyre, Alastair Henry (eds.) (2015). Motivational Dynamics in Language Learning. Bristol, Buffalo, Toronto: Multilingual Matters.Search in Google Scholar

Ehrman, Madeline, Betty Lou Leaver, Rebecca Oxford (2003). A brief overview of individual differences in second language learning, System, 31, 3: 313-330.10.1016/S0346-251X(03)00045-9Search in Google Scholar

Fehér, Endre (1999). Motivation in Learning English at Three Secondary Schools in Újpest. Szombathely/Budapest: Berzsenyi Dániel Teacher Training College [unpublished M.A. dissertation].Search in Google Scholar

Gardner, Robert C. (1985). Social Psychology and Language Learning: the Role of Attitudes and Motivation. London: Edward Arnold.Search in Google Scholar

Gardner, Robert C. (2001). Integrative motivation and second language acquisition. Dörnyei, Zoltán, Richard Schmidt, eds. Motivation and Second Language Acquisition. Honolulu: University of Hawaii, 1-19.Search in Google Scholar

Gardner, Robert C. (2007). Motivation and Second Language Acquisition, Porta Linguarium 8: 9-20.10.30827/Digibug.31616Search in Google Scholar

Gardner, Robert C., & Wallace E. Lambert (1972). Attitudes and Motivation in Second Language Learning. Newbury House: Rowley.Search in Google Scholar

Gardner, Robert C., & Peter D. MacIntyre (1993). A student’s contribution to second language learning. Part II: Affective variables, Language Teaching 26: 1-11.Search in Google Scholar

Gregersen, Tammy, & Peter MacItyre (eds.) (2014). Capitalizing on Language Learners’ Individuality: From Premise to Practice. Bristol, Buffalo, Toronto: Multilingual Matters.10.21832/9781783091218Search in Google Scholar

Julkunen, Kyosti (1989). Situation and Task-Specific Motivation in Foreign-Language Learning and Teaching. Joensuu: University of Joensuu.Search in Google Scholar

Julkunen, Kyosti (2001). Situation- and task-specific motivation in foreign language learning. Dörnyei, Zoltán, Richard Schmidt, eds. Motivation and Second Language Acquisition. Honolulu: University of Hawaii Press, 29-41.Search in Google Scholar

Lambert, Wallace E. (1972). Language, Psychology, and Culture: Essays by Wallace E. Lambert. Stanford: Stanford University Press.Search in Google Scholar

MacIntyre, Peter D. (2002). Motivation, anxiety and emotion in second language acquisition. Robinson, Peter, ed., Individual Differences in Second Language Acquisition. Amsterdam: John Benjamins, 45–68.10.1075/lllt.2.05macSearch in Google Scholar

McGroarty, Mary (2001). Situating second language motivation. Dörnyei, Zoltán, Richard Schmidt, eds. Motivation and Second Language Acquisition. Honolulu, H: University of Hawaii Press, 69–90.Search in Google Scholar

Mihaljević Djigunović, Jelena (1996). Learner motivation as a source of variance in attitudes, effort and achievement. Studia Romanica et Anglica Zagrabiensia 41: 211-223.Search in Google Scholar

Mihaljević Djigunović, Jelena (1997). Research on the affective domain in EFL learning: a study of motivation. Studia Romanica et Anglica Zagrabiensia 42: 257-268.Search in Google Scholar

Mihaljević Djigunović, Jelena (1998). Uloga afektivnih faktora u učenju drugoga jezika [Role of Affective Factors in FLL]. Zagreb: Filozofski fakultet Sveučilišta u Zagrebu.Search in Google Scholar

Noels, Kimberly A. (2009). The internalisation of language learning into the self and social identity. Dörnyei, Zoltán, Ema Ushioda, eds. Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters, 295-313.10.21832/9781847691293-016Search in Google Scholar

Noels, Kimberly A., Richard Clément, & Luc G. Pelletier (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. Modern Language Journal 83: 23–34.Search in Google Scholar

Noels, Kimberly A., Richard Clément, & Luc G. Pelletier (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. Canadian Modern Language Review 57: 424–44.Search in Google Scholar

Noels, Kimberly A., Luc G. Pelletier, Richard Clément, & Robert J. Vallerand (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning 50: 57–85.Search in Google Scholar

Oxford, Rebecca, & Jill Shearin (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal 78, 1: 12-28.Search in Google Scholar

Parkins, Róisín (2012). Gender and Emotional Expressiveness: An Analysis of Prosodic Features in Emotional Expression. Griffith Working Papers in Pragmatics and Intercultural Communication 5, 1: 46–54.Search in Google Scholar

Pavičić Takač, Višnja, & Vesna Bagarić (2011). Foreign Language Acquisition in space and time: A comparative analysis of the Croatian foreign language acquisition context. Brdar, Mario et al., eds. Space and Time in Language. Frankfurt itd: Peter Lang, 329-351.Search in Google Scholar

Pintrich, Paul R. (2003). Motivation and classroom learning. Reynolds, William M., Gloria E. Miller, eds. Handbook of Psychology. New Jersey: John Wiley & Sons, 103-122.10.1002/0471264385.wei0706Search in Google Scholar

Reid, Joy (1999). Affect in the classroom: problems, politics and pragmatics. Arnold, Jane, ed. Affect in Language Learning. Cambridge University Press, 297-306.Search in Google Scholar

Robinson, Peter (ed.) (2002). Individual Differences and Instructed Language Learning. Amsterdam: John Benjamins.10.1075/lllt.2Search in Google Scholar

Ryan, Stephen, & Zoltán Dörnyei (2013). The long-term evolution of language motivation and the L2 self. Berndt, Annette, ed. Fremdsprachen in der Perspektive lebenslangen Lernens. Frankfurt: Peter Lang, 89-100.Search in Google Scholar

Sarani, Abdullah, & Mehdi Ahmadi (2013). A study of vocational and non-vocational high school learners’ language proficiency and motivation. Advances in Asian Social Science 4, 3: 892-898.Search in Google Scholar

Sakai, Hideki, & Keita Kikuchi (2009). An analysis of demotivators in the EFL classroom. System 37, 1: 57-69.Search in Google Scholar

Schumann, John H. (2015). Foreword. Dörnyei, Zoltán, Peter MacIntyre, Alastair Henry, eds. Motivational Dynamics in Language Learning. Bristol, Buffalo, Toronto: Multilingual Matters, xv-xix.Search in Google Scholar

Ushioda, Ema (1996). Developing a dynamic concept of L2 motivation. Hickey, Tina, Jenny Williams, eds. Language, Education and Society in a Changing World. Dublin/Clevedon: IRAAL/Multilingual Matters: 239–45.Search in Google Scholar

Ushioda, Ema (1998). Effective motivational thinking: A cognitive theoretical approach to the study of language learning motivation. Soler, Eva Alcón, Victoria Codina Espurz, eds. Current Issues in English Language Methodology. Castelló de la Plana: Universitat Jaume I: 77–89.Search in Google Scholar

Ushioda, Ema (2009). A person-in-context relational view of emergent motivation, self and identity. Dörnyei, Zoltán, Ema Ushioda, eds. Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters: 215–28.Search in Google Scholar

Ushioda, Ema (2015). Context and complex dynamic systems theory. Dörnyei, Zoltán, Peter MacIntyre, Alastair Henry, eds. Motivational Dynamics in Language Learning. Bristol, Buffalo, Toronto: Multilingual Matters. 47-54.Search in Google Scholar

Williams, Marion, & Robert Burden (1997). Psychology for Language Teachers. Cambridge: Cambridge University Press.Search in Google Scholar