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Directed motivational currents in L2...

Zarrinabadi, Nourollah.

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Directed motivational currents in L2/ by Nourollah Zarrinabadi, Saeed Ketabi, Mansoor Tavakoli.
Reminder of title:	exploring the effects on self and communication /
Author:	Zarrinabadi, Nourollah.
other author:	Ketabi, Saeed.
Published:	Cham :Springer International Publishing : : 2019.,
Description:	xvii, 118 p. :ill., digital ;24 cm.
[NT 15003449]:	Introduction -- Directed Motivational Currents (DMCs) -- Willingness to Communicate (WTC) -- Language Learner Autonomy, Self-Confidence, Self-Concept -- Methodology -- Results -- Conclusion.
Contained By:	Springer eBooks
Subject:	Second language acquisition - Research. -
Online resource:	https://doi.org/10.1007/978-3-030-05472-4
ISBN:	9783030054724

Directed motivational currents in L2 = exploring the effects on self and communication /
Zarrinabadi, Nourollah.

Directed motivational currents in L2exploring the effects on self and communication /[electronic resource] :by Nourollah Zarrinabadi, Saeed Ketabi, Mansoor Tavakoli. - Cham :Springer International Publishing :2019. - xvii, 118 p. :ill., digital ;24 cm. - Second language learning and teaching,2193-7648. - Second language learning and teaching..

Introduction -- Directed Motivational Currents (DMCs) -- Willingness to Communicate (WTC) -- Language Learner Autonomy, Self-Confidence, Self-Concept -- Methodology -- Results -- Conclusion.

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 Dornyei 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.

ISBN: 9783030054724

Standard No.: 10.1007/978-3-030-05472-4doiSubjects--Topical Terms:

532858
Second language acquisition
--Research.

LC Class. No.: P118.2 / .Z37 2019

Dewey Class. No.: 418.0071

Directed motivational currents in L2 = exploring the effects on self and communication /
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490 1 $a Second language learning and teaching, $x 2193-7648
505 0 $a Introduction -- Directed Motivational Currents (DMCs) -- Willingness to Communicate (WTC) -- Language Learner Autonomy, Self-Confidence, Self-Concept -- Methodology -- Results -- Conclusion.
520 $a 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 Dornyei 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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