An Introduction of Zoltán Dornyei's L2 Motivational Theories

Professor Zoltán D?rnyei is an influential researcher of L2 learning motivation. Since 1990 s, he put forward several important L2 learning motivational theories and made special contribution to this field. This paper introduces his four L2 learning motivational theories: 1)Three-level framework of L2 motivation; 2) Process model of L2 motivation; 3)The L2 Motivational Self System; 4) Directed Motivational Currents(DMC).

An Analysis of the Influence of Motivation on Learners’Learning Outcomes Based on the Bilingual Motivational Self-system

With the deepening of the understanding of second language learning, we have made a deeper exploration of the factors that affect the learning effect of learners. Among them, motivation, as the influence factor second only to academic technology, has been widely concerned by scholars at home and abroad. Dörnyei put forward the theory of second-language motivation self-system in 2005;the two-language motivation self-system mainly consists of three components, namely, the ideal two-language self, should be two-language self, and second-language learning experience.

A Study of English Learning Motivation of Left-behind Children from the Perspective of L2 Motivational Self System

A survey carried out among 286 left-behind children in a middle school through the lens of L2 Motivational Self System presents that although left-behind children possess low level of English learning motivation,they are favorably disposed towards studying English.Among the three dimensions of L2 Motivational Self System in this survey,L2 Learning Experience influences English learning motivation of left-behind children most and Ideal L2 Self with Ought-to L2 Self ranks the second in affecting their motivation.Practicalimplications are also provided.

Studies on L2 Learning Motivation of Primary and Middle School Students from the Perspective of L2 Motivational Self System

An empirical survey among 219 school students in the framework of L2 Motivational Self System found that Ideal L2 Self,Ought-to L2 Self and L2 Learning Experience in the System make different contributions to L2 motivation respectively and L2 Learning Experience is the largest contributor to L2 motivation for primary and middle school students.The pedagogical implications are also suggested.

Suggestions of keeping L2 motivation

How will we keep the motivation during the second language as long as we can,which confuses us,though what the L2 motivation is and how it is developed have been discussed by the psychologists,educators,etc.The aim of this passage is to clarify the basic content of motivation,including the definition,classification,importance,etc.how the current situation is in senior high students’English learning motivation,what should be done to keep such motivation.In the following part,it will be read that the introduction,the chapter stating the content and classification of(L2)motivation,the chapter analyzing the necessity and state of L2 motivation at senor high,the chapter offering approach to keep that motivation,and the conclusion.All of them use the comparison,explanation and cites.

From “Who I Want to Be” to “Whom I Am” A Review of the Empirical Research on Motivation and Identity of L2 Learners

This paper synthesizes and evaluates the empirical studies on the relationship between motivation and identity construction of L2 learners in the process of SLA.It begins with the explorations of the definitions of identity and then its relevant research in the field of SLA.After that,the article explores the empirical studies from perspectives of both within and outside China Mainland.Based on comparison and contrast,some implications on both future research and instructions are offered.

A Brief Analysis of L2 Motivation

Learning motivation is the motility to urge the student to be engaged in the studies activity.This thesis has introduced types of L2 learning motivation.Through the contrast and analysis about the positive motivation and negative motivation in practical applications,this paper has indicated the unique of positive motivation and the defects of negative motivation,and make reasonable suggestions.

A Study on Developmental Pattern of a L2 Learner's Motivation

This thesis attempts to find out the the learner's L2 attitudinal and motivational changes through the time of learning.This thesis employs qualitative approach to analyze the data collected from the interview. Based on the analyses, it shows that L2learner's motivation does not stay relatively stable but rather evolutes over time.

A Study on the Correlation between Second Language Learning Motivation and Formative Assessment

This paper explores the relationship between motivation and assessment and find out the assessment strategies which could motivate students better in L2 learning based on the data and responses collected from 30 non-English majors in a regional university. The data and responses revealed that formative assessment could motivate students better, especially during the process of English learning. It also revealed some problems existing in the assessment strategies implemented in this study, such as the impartiality of peer-assessment and the poor efficiency of group work.

Differences in the Motivation of Teenage Learners of English in A Chinese Language Context

This paper aims to explore motivational variations in different teenage English learner groups in Chinese context.Drawing on L2 Motivational Self System as the theoretical framework,combining You and Dornyei’s research with my professional teaching experience,this paper found that students who learn English for the purpose of passing the exam,ought-to L2self dimension is the highest,with L2 learning experience and ideal L2 self following behind.Students who tend to live or study abroad,ideal L2 self is the best predictor,followed by L2 learning experience and ought-to L2 self.This indicates that teachers should improve teaching methods,apply motivational strategies in the classroom,and encourage and help students to use selfmotivating strategies to motivate themselves.

A Review of Current Foreign Literature on the Notion of “Investment” in L2 Learning

Motivation has a profound effect on L2 learning and thus has attracted great attention from relevant researchers. Traditional studies focus on instrumental and integrative motivation. However, a new concept"investment"is now drawing increasing attention in the schorlars studying SLA motivation. The concept"investment"mainly involves concepts of identity and imagined communities. Many empirical studies have been conducted on"investment"in different groups of L2 learners.

Bridging the Motives and Attractor States:How These Dynamics Go While Choosing the Elective English Course?

This study aimed at investigating and implementing the main triggers for enhancing the motivations of taking an elective English course within the sport college students.The researcher explored and analyzed these triggers as the motivational components under the attractor states.In order to observe the dynamics of these college students who have been regarded as unmotivated with the English courses,the researcher designed a semi-structure interview questions related to the motivational components and observed the process of students’implementation,modification,and the relation with attractor states.This study covered Phase 1 for a think aloud question at the beginning of the semester which conducted to 65 sophomores(35 for PE students and 30 for Dance students).Phase 2 designed as three semi-structured interview questions for 10 PE sophomores and 10 dance sophomores.This interview conducted followed by the midterm presentation.Data analysis is under the discussion of attractor states(Waninge,2015).This study demonstrates qualitative method to collect data.The qualitative data were collected through several techniques such as observations,reflections,and student interviews.From the findings,these teacher-specific motives trigger these students’intention to make the decision.These students performed better motivation during the learning path till the midterm presentation.Both their English performance and learning motivation were significantly enhanced.Moreover,they had positive attitude toward learning English and they apparently recognized the value of the presentation.The results were shown in positive improvement in the motives with application of attractor states.Furthermore,a teacher-student relationship was built as one of the most precious fruits of the processes.

An Analysis of the Influential Factors in L2 Acquisition

This paper mainly focuses on the factors that might positively affect L2 learning.First of all,the significance of motivation was discussed from three aspects:types of motivation,theories related to motivation,and the relationship between motivation and context.In addition to motivation,learning strategies also play a significant role in L2 learning.The influence of learning strategies on L2 acquisition was analyzed through different types of learning strategies,factors affecting the choice of learning strategies,and elements influencing the usefulness of learning strategies.

Mock Conference’s Impact on Internalizing Translating and Interpreting Learners’ Motivation

The internalization of motivation in second/foreign language(L2)learning and the use of mock conferences(MCs)to prepare translating and interpreting learners for future professional careers have been widely researched by scholars,but whether MC can facilitate the internalization of T&I learners’motivation is under-researched.Based on self-determination theory(SDT),this thesis investigates the effectiveness of MC in facilitating internalization of motivation through an empirical study which involves a 2-week long pedagogical experiment on two parallel classes of T&I learners taught by the same teacher in their 1st year of graduate study at Graduate School of Translation and Interpretation,Beijing Foreign Studies University.The research shows that compared with traditional teachercentered teaching model,MCs can better facilitate internalization of T&I learners’motivation.This article justifies the use of MCs as a situated approach in interpreting teaching and describes the design of MCs according to the psychological needs of SDT.In addition,the paper offers suggestions for further improvement of MCs design at the postgraduate level.

The Study of Factors of Interference of L1 Japanese on L2 English Pronunciation

This article focuses on investigating whether and how the factors of AoA,exposure of L1 Japanese and motivation have an effect on the production of L2 English sound of L1 Japanese speakers.In addition,the most effective factor affecting the L2 nativelike sound will be examined and the results will be received by using R studio.

The Influences of Different Motivations on SLA

some learners are successful at second language learning; however, most of them can not have a perfect mastery of a second language and some of them are complete failures. It is worth exploring the various reasons for their unsuccessful second language acquisition; there are many reasons in determining second language learning potential such as age, personality as well as motivation. In this paper, the author will focus on the influences of motivations which play crucial roles in second language acquisition.

Opening the“Black Box”:How Out-of-Class Use of Duolingo Impacts Chinese Junior High School Students'Intrinsic Motivation for English

Purpose:Mobile-assisted language learning(MALL)apps such as Duolingo have great potential for promoting learners'motivation to learn a second language(L2).However,little research has investigated how this motivational impact takes place.Additionally,despite the flexibility of mobile learning,most existing studies are conducted in classroom settings,with less attention paid to out-of-school technology usage.Design/Approach/Methods:To address these gaps,we present a model based on self-determination theory and propose the idea of“motivational transfer”to explain the psychological mechanism underpinning the impact of technology.To examine the model,we conducted a case study with 20 Year 8 Chinese junior school students who used Duolingo to learn English as a foreign language(EFL)after school for 6 weeks.Findings:Questionnaire and group interview data support our hypothesized mechanism:learners'activity-specific intrinsic motivation(IM)for using Duolingo and their underlying psychological need for autonomy and competence can be transferred to a more general level,thereby enhancing learners'global IMforL2.OriginalityValue:The proposed theoretical model expands our understanding of how digital technology stimulates learners'L2 motivation;it can help L2 educators design better technological affordances to promote learners'motivation both in and outside the classroom.