Dornyei, Zoltan (2007)
Research Methods in Applied Linguistics
Oxford: Oxford University Press
ISBN-13: 978-0-19-442258-1
336 paginas
Edicion en ingles

Research Methods in Applied Linguistics, de Z. Dörnyei

The Nature of Prejudice

Ema Ushioda Trinity College Dublin, Ireland LANGUAGE LEARNING AT UNIVERSITY: EXPLORING THE ROLE OF MOTIVATIONAL THINKING

Recent theorizing on second language (L2) motivation has proposed viewing motivation as a function of the language learners’ vision of their desired future language selves. This would suggest that the intensity of motivation is partly dependent on the learners’ capability to generate mental imagery. In order to test this hypothesis, this study investigates whether learner characteristics are related to sensory and imagery aspects with indices of the strength of the learners’ future L2 self-guides (ideal and ought-to L2 selves) and how these variables are linked to learning achievement in two target languages, English and Mandarin, assessed both by self-report and objective measures. One hundred seventy-two Year 8 Chinese students (ages 13–15) completed a questionnaire survey, and the results reveal several significant associations between the future self-guides and intended effort and actual grades, including a consistently positive relationship between the ideal self and the criterion measures. The findings also confirm the multisensory dimension of future self-guides, suggesting the importance of a broad imagery capacity (including both visual and auditory components) in the development of individuals’ future self-identities. Finally, the ideal-self images associated with different languages were shown to form distinct L2-specific visions, which has various implications for future research with regard to the potential positive or negative interaction of these self images.

Motivation and Vision: An Analysis of Future L2 Self Images, Sensory Styles, and Imagery Capacity Across Two Target Languages

L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape

The main objective of this paper is to explore how two different intervention programmes that were based on Dornyei's L2 Motivational Self System succeeded in motivating Chinese university students to learn English by enhancing their vision of their Ideal L2 Self. One was a voluntary programme at a university in England, whereas the other was conducted within a compulsory credit-bearing English course at a university in Hong Kong. In spite of the differences between the two programmes, including the design of the interventions, the tasks employed, the length of the programmes and the types of students who participated in the study, the findings revealed that both programmes were effective in motivating the participants to learn English and increasing their linguistic self-confidence through strengthening their vision of their Ideal L2 Self, and making their goals clearer and more specific. Lessons learned from the two pioneering programmes and recommendations for future similar programmes will be...

Motivating English learners by helping them visualise their Ideal L2 Self: lessons from two motivational programmes

This study explores the use of ‘retrodictive qualitative modelling’ (RQM), a novel approach described for L2 research by Dornyei (2014) that involves the identification of learner archetypes and mo ...

Learner archetypes and signature dynamics in the language classroom : A retrodictive qualitative modelling approach to studying L2 motivation

For L2 researchers who are intrigued by mental simulation and who endeavour to promote this innovative technique in the classroom, this handbook is an excellent resource of background information. ...

Handbook of imagination and mental simulation

Since the inception of the L2 motivational self system (Dornyei, 2005), which operationalises motivation as a function of learners’ future identities, the field of L2 motivation has seen a growing interest in mental imagery. Numerous studies have examined the role of a future self-guide, that is, the ideal L2 self, and have confirmed it to be powerful for explaining learner motivation (e.g., Csizer & Lukacs, 2010; Dornyei & Ushioda, 2009); however, few studies have explored how mental imagery, a key dimension of the ideal L2 self (Dornyei & Chan, 2013), can manifest itself in actual motivated behaviour. Using in-depth interviews, the present study aims to explore the motivational capacity of the natural use of mental imagery in three doctoral candidates studying at a British university. The main research focuses on examining how imagery was employed to stimulate the participants’ L2 learning and their doctoral research as well as career choice. This paper proposes a conceptual framework of types, functions, and conditions of imagery in academic and professional achievements based on the data obtained. It reveals an intriguing array of imagery types, functions, and conditions, which shape the achievement of the individuals’ desired goals. Recommendations and implications for future research on imagery use in SLA are also discussed.

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Letty Chan

Papers

Motivation and Vision: An Analysis of Future L2 Self Images, Sensory Styles, and Imagery Capacity Across Two Target Languages

Motivating English learners by helping them visualise their Ideal L2 Self: lessons from two motivational programmes

Learner archetypes and signature dynamics in the language classroom : A retrodictive qualitative modelling approach to studying L2 motivation

Handbook of imagination and mental simulation

Facets of imagery in academic and professional achievements: A study of three doctoral students