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Directed motivational currents (DMCs) are portrayed as highly intense and prolonged periods of motivation oriented to a much-desired goal of personal significance. While we have seen a recent growth in studies examining aspects of DMCs, evidence on the negative side-effects of DMCs remains inadequate to date. In response to repeated calls for research into this area, we conducted a qualitative study to scrutinize the negative side-effects of DMCs as experienced by 5 trainee teachers of English as a foreign language (EFL) in Turkey. The database comprised in-depth, semi-structured interviews carried out twice per participant. Interview transcripts were analysed in line with the principles of interpretative phenomenological analysis (IPA). The findings suggest that the negative side-effects of DMCs manifest themselves as showing signs of a sense of inadequacy, mental distress, and feelings of sorrow. These side-effects caused temporal setbacks in sustaining goal-directed behaviors, and they resulted from varied sources such as excessive dedication towards goal achievement, occasional deviations from behavioral routines, lack of affirmative feedback on progress made, and engagement with ill-conceived subgoals. Overall, the results offer a more detailed picture of the affective properties of DMCs and add depth to the current conception of this motivational phenomenon. The results also shed some light on the potential risks of deliberately inducing DMCs in language learners for pedagogical purposes.

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The instrument for quantitative data collection 1. Personal information (1) Age _______________ (2) Sex (F)______ (M)_______ (Prefer not to state)_______ (3) The workplace (State)__________(Private)___________(Other)____________Please state it. (4) What grade/level do you teach English to? _____________________________________ (5) Have you lived in an English-speaking country? (Yes)_________ (No)__________ a. If yes, where? __________________ b. For how long?_______________ (6) Do you speak other languages? (Yes)_________ (No)__________ a. Please, indicate which languages you speak if you do so.________________ (7) Do you teach phonetic and phonology in your English classes? (8) (Yes)_________ (No)__________ Which English accent do you aim at using or teaching? 2. Please, listen to the speakers with various English accents and identify the country of origin for the accent you hear. Write your answer to the corresponding box for each speaker. Then, check the English L1 or L2 box for the accents you hear from the speakers. Speaker No The country of origin for the accent English L1 English L2 Speaker 1 Speaker 2 Speaker 3 Speaker 4 Speaker 5 Speaker 6 Speaker 7 3. Please, check the boxes that indicate your perception of intelligibility of the corresponding speakers' accent. Perceived intelligibility of the speakers' accents Strongly Disagree Disagree Agree Strongly Agree 1 The 1 st speaker's accent in English is intelligible.2 The 2 nd speaker's accent in English is intelligible.3 The 3 rd speaker's accent in English is intelligible.4 The 4 th speaker's accent in English is intelligible.

Culture, a commonly visited concept in English language teaching research, has been integral to language classes. The present study investigated the place of culture in English as a foreign language classes for ten English language instructors teaching at tertiary level across state and private universities in Turkey. The findings revealed that the English language instructors’ opportunities to raise their students’ cultural awareness were not satisfactory, and there was a mismatch between their wishes and practices. This mismatch was mainly attributed to learners’ lack of motivation/interest and their opportunities for visits abroad. The findings also indicated that the participants’ conceptualization of culture in English language classes was predominantly modern, i.e. either as part of the humanistic (big C) paradigm representing canonical literary work produced via a standard language or sociolinguistic (little c) paradigm representing everyday interaction, communication, and patterns of behavior.