Unconscious motivation. Part I: Implicit attitudes toward L2 speakers

Al‐Hoorie, Ali H.

doi:10.14746/sllt.2016.6.3.4

Cited by 24 publications

(18 citation statements)

References 37 publications

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“…Conducting longitudinal studies that sample learners’ experiences in an ongoing and iterative manner may be one way to address this shortcoming. We must also acknowledge the recent literature on unconscious motives or attitudes in L2 learning that are not captured through self‐report elicitation methods (Al–Hoorie, , ). Exploring this unconscious aspect through instruments that do not rely on self‐report data is a promising new avenue for the field, and its applications in language learning has begun to receive wider attention (e.g., Al–Hoorie, , ).…”

Section: Resultsmentioning

confidence: 99%

Language Learning Motivation as a Complex Dynamic System: A Global Perspective of Truth, Control, and Value

Papi

Hiver

2020

The Modern Language Journal

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Research on language learning motivation has typically focused on the strength of different motives in isolation and often out of context. The present study aims to explore the applicability of one global framework of motivation to integrate different perspectives. We investigated how adaptive interactions between learners’ motivations for value, truth, and control effectiveness, and contextual factors led to varying motivational trajectories and patterns of emergent stability at different stages of the language‐learning experiences of 6 Iranian graduate students learning English in the United States. Using a retrospective‐longitudinal design, quasi‐narrative accounts of key phases of the learners’ language‐learning histories were documented through interviews. These data were analyzed following an analytic inductive approach to identify the main events within different contexts, themes associated with each setting, and other bottom‐up conceptual categories. Using a process‐tracing procedure our results showed that dynamic processes and adaptive or competitive interactions between value‐, control‐, and truth‐related motivations and the context in which they emerged resulted in specific motivational trajectories that shaped these learners’ language‐learning choices and experiences. We discuss the contribution of these novel frameworks for understanding the complex motivational development of language learners.

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Section: Resultsmentioning

confidence: 99%

Language Learning Motivation as a Complex Dynamic System: A Global Perspective of Truth, Control, and Value

Papi

Hiver

2020

The Modern Language Journal

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“…As we explained above, the primary outcome variable used in the initial study was the Intended Effort scale. Admittedly, this Intended Effort scale—which has been used extensively for a decade—contains items that are generic in nature, inquiring, for example, about spending “a lot of effort” and “a lot of time” and studying “very hard.” Generic intentions are less likely to translate into behavior compared with more specific intentions and goals (Al‐Hoorie, , , ; Fishbein & Ajzen, ; Locke & Latham, ; Teimouri, ). Alternatively, it has been noted that, “If we want to draw more meaningful inferences about the impact of various motives, it is more appropriate to use some sort of a behavioural measure as the criterion/dependent variable” (Dörnyei & Ushioda, , p. 200, original emphasis).…”

Section: Background Literaturementioning

confidence: 99%

Reexamining the Role of Vision in Second Language Motivation: A Preregistered Conceptual Replication of You, Dörnyei, and Csizér (2016)

Hiver¹,

Al‐Hoorie

2019

Language Learning

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Researchers have linked vivid mental imagery, particularly of the self in future states, to many desirable motivational outcomes for language learning. We report a preregistered conceptual replication and extension of You, Dörnyei, and Csizér (2016), who found a central motivational role for vision. We review essential considerations in structural equation modeling and discuss how the initial study addressed these, then describe a conceptual replication with a South Korean sample of secondary school learners of English (N = 1,297). Our analysis of the scales from the initial study in addition to second language achievement found support for an alternative model where the Intended Effort scale showed a better fit as a predictor of motivation than as an outcome variable. Our findings suggest the need for greater precision and rigor in structural equation modeling research on second language learning motivation and for more language researchers to take up replication and other open science initiatives. Open Practices This article has been awarded Open Data, Open Materials, and Preregistered Research Design badges. All data and materials, along with preregistration for research design and analyses, are publicly accessible through the Open Science Framework at https://osf.io/v8gj4. The study materials are also publicly available via the IRIS database at https://www.iris-database.org. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

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“…To explore these effects, experimental methods are needed. So far, L2 motivation research has not given serious consideration to the possibility “of a parallel unconscious motivation influencing language learning” and the research agenda needs to be expanded to include investigations of unconscious motivational processes (Al‐Hoorie, , p. 424). The use of experimental techniques to study the influences of the cueing of relationship representations and interpersonal goals would constitute an important direction.…”

Section: Conclusion Limitations and Future Researchmentioning

confidence: 99%

Teacher–Student Relationships and L2 Motivation

Henry

Thorsén

2018

The Modern Language Journal

105

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Positive relationships with teachers are important for students' second language motivation. However, little is known about how interpersonal interactions stimulate motivated behavior. Drawing on studies of teacher-student relationships, theories from positive psychology, and the psychology of unconscious selfregulation, this case study examines moments of teacher-student interaction and explores influences on students' engagement and motivation. Observations (N = 15) were carried out in 2 classrooms, and interviews with the focal teacher of this study and her students were conducted. Data were analyzed using a grounded theory ethnography approach. Findings indicate that moments of close personal contact and their influences may differ in emerging and mature teacher-student relationships. While in emerging relationships moments of contact can have immediate influences on engagement and motivation, in mature relationships influences on learning behavior may be less pronounced and involve unconscious motivational processes. The study's methodological limitations are discussed and proposals are made for future ethnographic and experimental work.

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Unconscious motivation. Part I: Implicit attitudes toward L2 speakers

Cited by 24 publications

References 37 publications

Language Learning Motivation as a Complex Dynamic System: A Global Perspective of Truth, Control, and Value

Language Learning Motivation as a Complex Dynamic System: A Global Perspective of Truth, Control, and Value

Reexamining the Role of Vision in Second Language Motivation: A Preregistered Conceptual Replication of You, Dörnyei, and Csizér (2016)

Teacher–Student Relationships and L2 Motivation

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