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Directed motivational currents in L2 : exploring the effects on self and communication

Author: Nourollah Zarrinabadi; Saeed Ketabi; Mansoor Tavakoli
Publisher: Cham, Switzerland : Springer, [2019]
Series: Second language learning and teaching.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
The book presents theoretical considerations as well as the results of empirical research on the existence of "directed motivational current" (DMC) experiences among Iranian English as a foreign language (EFL) learners in order to provide insights into how a DMC is triggered and launched, and to explore whether the key characteristics of DMCs could be detected in language learners' experiences in Iran. Although  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version :
(OCoLC)1061813082
Print version:
Zarrinabadi, Nourollah.
Directed motivational currents in L2.
Cham, Switzerland : Springer, [2019]
(OCoLC)1061813082
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Nourollah Zarrinabadi; Saeed Ketabi; Mansoor Tavakoli
ISBN: 9783030054724 3030054721
OCLC Number: 1083878715
Description: 1 online resource
Contents: Introduction --
Directed motivational currents (DMC) in L2 --
Willingness to communicate (WTC) --
Language learner autonomy, self-confidence, self-concept --
Methodology --
Results --
Conclusions.
Series Title: Second language learning and teaching.
Responsibility: Nourollah Zarrinabadi, Saeed Ketabi, Mansoor Tavakoli.

Abstract:

The book presents theoretical considerations as well as the results of empirical research on the existence of "directed motivational current" (DMC) experiences among Iranian English as a foreign language (EFL) learners in order to provide insights into how a DMC is triggered and launched, and to explore whether the key characteristics of DMCs could be detected in language learners' experiences in Iran. Although Dörnyei et al. (2016) claimed that language learners who experience a DMC may have an amalgamation of several positive emotions, they did not present any evidence of whether these feelings exert any impact on learners' willingness to take part in language learning situations (willingness to communicate (WTC)), their confidence to use their L2, their self-perceptions, and the extent to which they independently try to learn English inside and outside the classroom context (language learner autonomy). This book extensively studies DMCs in an EFL setting and examines how such experiences affect language learners' WTC, self-concept, language learner autonomy, and self-confidence.

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