Desktop version

Home arrow Language & Literature arrow Motivational Regulation in Foreign Language Learning

Source

References

Abraham, R. G., & Vann, R. J. (1987). Strategies of two language learners: A case study. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 85-102). Englewood Cliffs, NJ: Prentice-Hall.

Bialystok, E. (1978). A theoretical model of second language learning. Language Learning, 28, 69-83.

Bialystock, E. (1981). Some evidence for the integrity and interaction of two knowledge sources. In R. Andersen (Ed.), New dimensions in second language acquisition research. Rowley, MA: Newbury House.

Bremner, S. (1999). Language learning strategies and language proficiency: Investigating the relationship in Hong Kong. Canadian Modern Language Review, 55, 490-514.

Brown, H. D. (1990). M&Ms. for language classrooms? Another look at motivation. In J. E. Alatis (Ed.), Georgetown university round table on language and linguistics (pp. 383-393). Washington, DC: Georgetown University Press.

Brown, H. D. (1994). Teaching by principles. Englewood Cliffs, NJ: Prentice Hall.

Chamot, A. U., & Kupper, L. (1989). Children’s learning strategies in language immersion classrooms. The Modern Language Journal, 83, 319-338.

Chand, Z. A. (2014). Language learning strategy use and its impact on proficiency in academic writing of tertiary students. Procedia-Social and Behavioral Sciences, 118, 511-521.

Clement, R., Dornyei, Z., & Noels, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44(3), 417-448.

Corno, L., & Kanfer, R. (1993). The role of volition in learning and performance. In L. Darling-Hammond (Ed.), Review of research in education (Vol. 19, pp. 301-341). Washington, DC: AERA.

Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language Learning, 41, 469-512.

Da, H. M. (2007). On the structural model of factors affecting CET4 scores of non-English majors. Psychological Science, 3, 676-679.

Dickinson, L. (1987). Self-instruction in language learning. Cambridge: Cambridge University Press.

Dickinson, L. (1995). Autonomy and motivation: A literature review. System, 23, 165-174.

Dornyei, Z. (1990). Conceptualizing motivation in foreign language learning. Language Learning, 40, 46-78.

Dornyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78, 273-284.

Dornyei, Z. (1996). Moving language learning motivation to a larger platform for theory and practice. In R. L. Oxford (Ed.), Language learning motivation: Pathways to the new century (pp. 71-80). Honolulu: University of Hawaii Press.

Dornyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117-135.

Dornyei, Z. (1999). Motivation. In B. Spolsky (Ed.), Concise encyclopedia of educational linguistics (pp. 525-532). Oxford: Elsevier.

Dornyei, Z. (2001a). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.

Dornyei, Z. (2001b). New themes and approaches in second language motivation research. Annual Review of Applied Linguistics, 21, 43-59.

Dornyei, Z. (2001c). Teaching and researching motivation. Harlow, UK: Longman.

Dornyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53(1), 3-32.

Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.

Dornyei, Z., & Otto, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics (Thames Valley University, London), 4, 43-69.

Ehrman, M. E., & Dornyei, Z. (1998). Interpersonal dynamics in second language education: The visible and invisible classroom. Thousand Oaks, CA: Sage.

Ehrman, M. E., & Oxford, R. L. (1990). Adult language learning strategies in an intensive training setting. The Modern Language Journal, 74, 311-327.

Ehrman, M. E., & Oxford, R. L. (1995). Cognition plus: Correlates of language learning success. The Modern Language Journal, 79, 67-89.

Gan, Z. (2004). Attitudes and strategies as predictors of self-directed language learning in an EFL context. International Journal of Applied Linguistics, 14, 389-411.

Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London, ON: Edward Arnold.

Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.

Gardner, R. C., & MacIntyre, P. D. (1991). An instrumental motivation in language study: Who says it isn’t effective? Studies in Second Language Acquisition, 13, 57-72.

Gardner, R. C., & MacIntyre, P. D. (1992). A student’s contribution to second- language learning. Part I: Cognitive variables. Language Teaching, 25, 211-220.

Gardner, R. C., & MacIntyre, P. D. (1993). A student’s contribution to second- language learning. Part II: Affective variables. Language Teaching, 26, 1-11.

Gardner, R. C., & Tremblay, P. F. (1994). On motivation, research agendas, and theoretical frameworks. The Modern Language Journal, 78(3), 359-368.

Gollwitzer, P. M. (1990). Action phases and mind-sets. In E. T. Higgins & R. M. Sorrentino (Eds.), Handbook of motivation and cognition: Foundations of social behavior (Vol. 2, pp. 53-92). New York: Guilford Press.

Graham, S., & Weiner, B. (1996). Theories and principles of motivation. In D. Berliner & R. Calfee (Eds.), Handbook ofeducational psychology (pp. 63-84). New York: Simon and Schunster Macmillan.

Green, J. M., & Oxford, R. L. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29, 261-297.

Heckhausen, H., & Kuhl, J. (1985). From wishes to action: The dead ends and short cuts on the long way to action. In M. Frese & J. Sabini (Eds.), Goal- directed behavior: The concept of action in psychology. Hillsdale, NJ: Lawrence Erlbaum Associates.

Hiemstra, R. (1996). Self-directed adult learning. In T. Plomp & D. P. Ely (Eds.), International encyclopaedia of educational technology (2nd ed.). Oxford: Pergamon.

Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon.

Horwitz, E. K. (1987). Surveying students’ beliefs about language learning. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 110-129). Englewood Cliffs, NJ: Prentice-Hall.

Horwitz, E. K. (1990). Attending to the affective domain in the foreign language classroom. In S. S. Magnan (Ed.), Shifting the instructional focus to the learner (pp. 15-33). Middlebury, VT: Northeast Conference on the Teaching of Foreign Languages.

Hsiao, T., & Oxford, R. L. (2002). Comparing theories of language learning strategies: A confirmatory factor analysis. The Modern Language Journal, 86, 368-383.

Huang, X. H. (1984). An investigation of learning strategies in oral communication that Chinese EFL learners in China employ. Unpublished master’s thesis, Chinese University of Hong Kong.

Hurd, S. (1998). Too carefully led to too carelessly left alone? Language Learning, 17, 70-74.

Kim, D., Wang, C., Ahn, H. S., & Bong, M. (2015). English language learners’ self-efficacy profiles and relationship with self-regulated learning strategies. Learning and Individual Differences, 38, 136-142.

Knowles, M. (1975). Self-directed learning. New York: Association Press.

Kuhl, J. (1985). Volitional mediators of cognition-behavior consistency: Selfregulatory processes and action versus state orientation. In J. Kuhl & J. Beckmann (Eds.), Action control: From cognition to behavior (pp. 101-128). New York: Springer-Verlag.

Kuhl, J. (1987). Action control: The maintenance of motivational states. In F. Halish & J. Kuhl (Eds.), Motivation, intention, and volition (pp. 279-291). New York: Springer-Verlag.

Kuhl, J. (1992). A theory of self-regulation: Action versus state orientation, selfdiscrimination, and some applications. Applied Psychology: An International Review, 41, 97-129.

Li, N., & Wu, Y. A. (2007). A study on task features and learning motivation.

Foreign Language Education, 2, 56-61.

Magogwe, J. M., & Oliver, R. (2007). The relationship between language learning strategies, proficiency, age and self-efficacy beliefs: A study of language learners in Botswana. System, 35, 338-352.

Manolopoulou-Sergi, E. (2004). Motivation within the information processing model of foreign language learning. System, 32, 427-441.

McDonough, S. K. (2001). Promoting self-regulation in foreign language learners. The Clearing House, 74, 323-326.

Mills, N., Pajares, F., & Herron, C. (2007). Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language learning, 57, 417-442.

Naiman, N., Frohlich, M., Stern, H. H., & Todesco, A. (1978). The good language learner. Research in Education Series No. 7. Toronto, Canada: Ontario Institute for Studies in Education.

O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle Publishers.

Oxford, R. L. (1993). Instructional implications of gender differences in L2 learning styles and strategies. Applied Language Learning, 4, 65-94.

Oxford, R. L. (1996). New pathways of language learning motivation. In R. L. Oxford (Ed.), Language learning motivation: Pathways to the new century (pp. 1-8). Honolulu, HI: University of Hawaii at Manoa.

Oxford, R. L. (2003). Toward a more systematic model of L2 learner autonomy. In D. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives. Basingstoke: Palgrave Macmillan.

Oxford, R. L., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78, 12-28.

Peacock, M., & Ho, B. (2003). Student language learning strategies across eight disciplines. International Journal of Applied Linguistics, 13, 179-200.

Pemberton, R. (1996). Introduction. In R. Pemberton, E. S. L. Li, W. W. F. Or, & H. D. Pierson (Eds.), Taking control: Autonomy in language learning (pp. 1-8). Hong Kong: Hong Kong University Press.

Phillips, V. (1991). A look at learner strategy use and ESL proficiency. The CATESOL Journal, 4, 57-67.

Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). San Diego, CA: Academic Press.

Pintrich, P. R., & Schrauben, B. (1992). Students’ motivational beliefs and their cognitive engagement in classroom tasks. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom: Causes and consequences (pp. 149-183). Hillsdale, NJ: Lawrence Erlbaum Associates.

Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.

Politzer, R., & McGroarty, M. (1985). An exploratory study of learning behaviors and their relationship to gains in linguistic and communicative competence. TESOL Quarterly, 19, 103-124.

Qin, X. Q., & Wen, Q. F. (2002). The internal structure of EFL motivation at the tertiary level in China. Foreign Language Teaching and Research, 1, 51-58.

Rossi-Le, L. (1989). Perceptual learning style preferences and their relationship to language learning strategies in adult students of English as a second language. Unpublished doctoral dissertation, Drake University, Des Moines, IA.

Rubin, J. (1975). What the good language learner can teach us. TESOL Quarterly, 9, 41-51.

Rubin, J. (1981). Study of cognitive processes in second language learning. Applied Linguistics, 11, 117-131.

Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history and typology. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 15-29). Englewood Cliffs, NJ: Prentice Hall.

Schumann, J. H. (1998). The neurobiology ofaffect in language. Oxford: Blackwell.

Spratt, M., Humphreys, G., & Chan, V. (2002). Autonomy and motivation: Which comes first? Language Teaching Research, 6, 245-266.

Stern, H. H. (1975). What can we learn from good language learners? Canadian Modern Language Review, 31, 304-318.

Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: Oxford University Press.

Tremblay, P. F., & Gardner, R. C. (1995). Expanding the motivation construct in language learning. The Modern Language Journal, 79, 505-518.

Ushioda, E. (1996). Developing a dynamic concept of motivation. In T. Hickey & J. Williams (Eds.), Language, education and society in a changing world (pp. 239-245). Clevedon, UK: Multilingual Matters.

Ushioda, E. (1998). Effective motivational thinking: A cognitive theoretical approach to the study of language learning motivation. In E. A. Soler & V. C. Espurz (Eds.), Current issues in English language methodology (pp. 77-89). Castello de la Plana, Spain: Universitat Jaume I.

Ushioda, E. (2001). Language learning at university: Exploring the role of motivational thinking. In Z. Dornyei & R. Schimidt (Eds.), Motivation and second language acquisition (pp. 93-125). Honolulu: University of Hawaii Press.

Wang, C. (2004). Self-regulated learning strategies and self-effieaey beliefs of children learning English as a second language. Unpublished doctoral dissertation, Ohio State University.

Wang, J. M. (2005). Relationship between goal orientations and use of English learning strategies. Shandong Foreign language Teaching Journal, 1, 76-79.

Wen, Q., & Johnson, R. K. (1991). language learning approaches and outcomes: A study of tertiary English majors in China. Paper presented at the Sixth International Conference of the Institute of Language in Education, Hong Kong, China.

Wen, Q. F. (2004). A study ofl2 learner variables and English achievement. Xi’an: Shaanxi Normal University Press.

Wenden, A. (1986). What do second language learners know about their second language learning: A second look at retrospective accounts. Applied linguistics, 7, 186-201.

Wenden, A. (1991). learner strategies for learner autonomy. Englewood Cliffs, NJ: Prentice-Hall.

Wenden, A. (1998). Metacognitive knowledge and language learning. Applied linguistics, 19, 515-537.

Williams, M., & Burden, R. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.

Wolters, C. (1998). Self-regulated learning and college students’ regulation of motivation. Journal of Educational Psychology, 90, 224-235.

Wolters, C. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38(4), 189-205.

Wong, M. S. L. (2005). Language learning strategies and language self-efficacy: Investigating the relationship in Malaysia. Regional language Centre Journal, 36, 245-269.

Zhang, Q. Z. (2004). The effect of self-efficacy on the teaching of foreign language learner strategies. Shandong Foreign language Teaching Journal, 6, 20-23.

Zhang, W. J., & Yuan, L. X. (2004). The effects of achievement goals on nonEnglish majors’ English learning. Computer-assisted Foreign language Education, 99, 21-25.

Zhong, Y. (2004) An empirical study on language self-efficacy and learning strategies of non-English majors in EFl context. Unpublished master’s thesis, Southwest China Normal University, Chongqing, China.

Zhou, X., & Rao, Z. H. (2007). The direction of second language learning motivation research. Foreign language World, 2, 39-44.

Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key processes? Contemporary Educational Psychology, 11, 307-313.

 
Source
Found a mistake? Please highlight the word and press Shift + Enter  
< Prev   CONTENTS   Next >