From Integrative Motivation to Directed Motivational Currents: The Evolution of the Understanding of L2 Motivation over Three Decades

Dörnyei, Zoltán

doi:10.1007/978-3-030-28380-3_3

Cited by 36 publications

(60 citation statements)

References 78 publications

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“…Quantitative and qualitative data show that beginner students of French, German, Italian and Spanish at Australian universities were demotivated by all three factors considered for this study at the same time but to different extents over time. Such a result confirms Dörnyei's (2020) argument that "student motivation is not constant but displays continuous ebbs and flows as well as steady 'leaks', which is, a tendency to peter out with time" (p. 61). In Australia, Campbell and Storch (2011) also highlight the fluctuation of students' motivation, which is never steady.…”

Section: Discussionsupporting

confidence: 80%

University Students’ Demotivation in Learning Second Languages

D'Orazzi

2020

IJLCLE

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Prior studies report a tendency of university students in Australia to quit their beginner level second language (L2) courses at an early stage (Martín et al., 2016; Nettelbeck et al., 2007). Demotivational patterns are meta-analyzed to understand what hampers the interest in learning French, German, Italian and Spanish of continuing students, discontinuing students, and quitters over one year of studies at Australian universities. Such a distinction across categories of students is offered in line with Martín et al.’s (2016) research. Demotivators are structured on three levels of analysis drawing on Gruba et al.’s (2016) and The Douglas Fir Group’s (2016) frameworks, which encapsulate three levels of analysis, specifically micro, meso and macro. Findings suggest that beginner L2 students in Australia are demotivated by all three levels of analysis in very dynamic and interchangeable ways. Students were found to concurrently experience very different degrees of demotivation over time.

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Section: Discussionsupporting

confidence: 80%

University Students’ Demotivation in Learning Second Languages

D'Orazzi

2020

IJLCLE

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“…The role of motivational orientations in second/foreign learning (L2) has long been at the center of much research attention and we have seen the introduction of a diverse range of L2 motivation frameworks over decades (for a recent overview, see Dörnyei, 2020). Cohen and Dörnyei (2002) noted that as nothing much is likely to happen without it, motivation is widely acknowledged as a central learner variable which may predict success in the study of an L2.…”

Section: Introductionmentioning

confidence: 99%

The role of ideal L2 self in predicting L2 willingness to communicate inside and outside the classroom

Sak¹

2020

Eurasian Journal of Applied Linguistics

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This study reports on findings of an investigation into the relationship between ideal L2 self as a motivational variable and willingness to communicate in English (L2 WTC) in and outside the classroom. Participants were a total of 90 university students majoring in English as a foreign language (ELF) at a foundation university in Ankara, Turkey. Data were collected using the Ideal L2 Self measure and the Willingness to Communicate questionnaire. Findings showed that 28% of the participants had high L2 WTC outside the classroom whereas 24% had high L2 WTC inside the classroom. The findings also indicated that there was a significant link between the ideal L2 self and L2 WTC both inside and outside the classroom and that the ideal L2 accounted for 13% of the variance in total L2 WTC scores. Based on the findings obtained, the study concludes by outlining pedagogical implications and recommendations in relation to instructional practices in L2 classrooms.

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“…In work now beginning to close the circle, Dörnyei has begun to explore engagement. As he explains, motivation is not automatically manifested in a learning activity, and conceptually is a step removed from engagement (Dörnyei, 2020). Drawing on conceptualizations developed in educational psychology (Fredricks, Blumenfeld & Paris, 2004), Mercer and Dörnyei (2020) map out the construct domain of engagement in second language learning, and explain the relationship of the construct to conceptualizations of motivation.…”

Section: Literature Reviewmentioning

confidence: 99%

“…

Demotivation (Dörnyei & Ushioda, 2011) and non-participation (Norton, 2001) characterise negative responses to classroom practice of a generally chronic nature. In this article, focus is directed to negativity that emerges within the context of a particular language developing activity, and which can be understood as a situated response to the activity's demands.

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mentioning

confidence: 99%

Disaffection and agentic engagement: ‘Redesigning’ activities to enable authentic self-expression

Henry

Thorsén

2018

Language Teaching Research

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Demotivation (Dörnyei & Ushioda, 2011) and non-participation (Norton, 2001) characterize negative responses to classroom practice of a generally chronic nature. In this article, focus is directed to negativity that emerges within the context of a particular language developing activity, and which can be understood as a situated response to the activity’s demands. In conceptualizing negative responses at the activity level, disaffection – the negative face of engagement – is a construct of central importance. Drawing on data from a large-scale ethnographic project in secondary English classrooms in Sweden, in this exploratory case study disaffection (Skinner, 2016) is examined in the context of two language developing activities. Analyses reveal that disaffection can transform into active engagement, and that when called upon to perform an inauthentic identity, students can ‘redesign’ activities in ways that enable them to act authentically.

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From Integrative Motivation to Directed Motivational Currents: The Evolution of the Understanding of L2 Motivation over Three Decades

Cited by 36 publications

References 78 publications

University Students’ Demotivation in Learning Second Languages

University Students’ Demotivation in Learning Second Languages

The role of ideal L2 self in predicting L2 willingness to communicate inside and outside the classroom

Disaffection and agentic engagement: ‘Redesigning’ activities to enable authentic self-expression

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