Edited By Kevin Norley, Mehmet Ali Icbay and Hasan Arslan
Raising Awareness in Language Learners for Developing Motivational Self-regulation
Research on second / foreign language learning motivation has been an area of study within the English Language Teaching (ELT) field since the 1960s with hundreds of works done on the topic. The early studies of social psychologists like Gardner and Lambert (1972) defined motivation as an effort, desire, and attitude toward learning. Later in the 1990s, motivational psychologists, such as Skehan (1991), added a cognitive dimension to motivation, claiming that how one thinks about his / her abilities, possibilities, potentials, limitations, and past experiences is a crucial aspect of motivation. Within the last decade, researchers drew attention to another aspect of motivation: its nature of on-going changes. The work of Dörnyei (2000, 2001, 2003) and Ushioda (2001, 2003) initiated a process-oriented approach in language learning motivation research, which accounts for the dynamic character and temporal variation of motivation. Considering that the language learning process is a particularly long process, looking at the issue of motivation, as a dynamic, continuously changing situation is very important. Dörnyei (2005) argues that when motivation is viewed as a result of a variety of internal and external forces, it becomes clear that the internal monitoring, filtering, and processing mechanisms that language learners employ in this dynamic process play an important role in shaping the motivational outcomes. According to this dynamic perspective, learner self-regulation also includes motivational self-regulation: how learners control their own motivations, emotions, behaviours, and their environments.
The basic assumption underlying the notion of...
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