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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recent Development of
Research on Foreign Language
Learning Motivation
LUO Qin, LIU Chunyan
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DOI:10.17265/1539-8072/2020.01.003
Jiangxi Normal University, Nanchang, China
Based on the definition of motivation, this thesis takes the material of the core journals of foreign languages over the past 10 years, analyzes the research content, research subjects, and research methods, through the research on the recent development of foreign language learning motivation, and aims to provide some teaching implications for the future English teaching.
foreign language learning, motivation, English teaching
Chang, H. C. (2016). Directed motivational current: A new development in L2 motivational theory. Modern Foreign Languages, 39(5), 704-713.
Csizér, K., & Dörnyei, Z. (Spring 2015). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89(1), 19-36.
Dörnyei, Z. (2005). The psychology of language learner: Individual differences in second language acquisition. Mahwah, N.J.: Lawrence Erlbaum.
Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford: Oxford University Press.
Dörnyei, Z., & Chan, L. (2013). Motivation and vision: An analysis of future L2 self images, sensory styles, and imagery capacity across two target languages. Language Learning, 63, 437-462.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Fu, B. (2019). On the development of the spoken English self-concept from the perspective of directed motivational currents. Foreign Language World, (4), 50-57.
Gao, Y. H., Zhao, Y., Cheng, Y., & Zhou, Y. (2003). Motivation types of Chinese college undergraduates. Modern Foreign Languages, 26(1), 28-38.
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13(4), 266-272.
Long, S. Y. (2010). The multi-dimension ecological analysis and construction of the motivation-behavior affecting factor of college English learners in universities. Journal of Beijing International Studies University, (2), No. 6.
Liu, W. (2010). An investigation on the influence of ESL proficiency and motivation levels on lexical attrition. Journal of Tianjin Foreign Studies University, 17(1), 74-80.
Liu, Z., Yao, X. J., & Hu, S. F. (2012). A structural analysis of college students’ L2 selves, anxiety and motivated learning behavior. Foreign Language World, (6), 30-39+96.
Liu, F. G. (2015). Validity analysis of the theoretical model of L2 motivational self system among various groups of English learners. Foreign Language Teaching, (1), 19-23, 75.
Ning, J. G., & Cai, J. T. (2019). DMC case study from the DST’s perspective. Foreign Language Education, (3), 69-75.
Qin, L. L., & Dai, W. D. (2013). A study on college English learning motivation self system model framed by the activity theory. Foreign Language World, (6), 23-34.
Wang, X. L., Yang, L. R., & Yan, H. J. (2017). Directed motivational currents: A study of L2 motivation from the perspective of DST. Contemporary Foreign Languages Studies, (4), 49-54.
Wei, X. B. (2013). Study on the relation between college students’ L2 self system and self-regulated learning behavior. Foreign Languages and Their Teaching, (5), 52-56.
Wei, X. B. (2014). A structural analysis of college students’ perception of L2 classroom goals, L2 selves and motivational learning behavior. Foreign Languages and Their Teaching, (6), 74-80.
Wen, Q. F. (2001). Developmental patterns in motivation, beliefs and strategies of English learners in China. Foreign Language Teaching and Research, 33(2), 105-110.
Wu, H. Y., & Bao, G. Y. (2013). An empirical study of the relationship between motivation in academic learning and self-identity among graduate students of English major. Foreign Language Education, 34(2), 52-55.
Yuan, P. H. (2011). An empirical study on dependent teaching in college English teaching environment. Journal of PLA University of Foreign Languages, 34(1), 41-45.