สำหรับใครที่อยากทำงานวิจัยด้าน Motivation
(Selected References for Motivation in SLA)
Bacon, S. M., & Finnemann, M. D. (1990). A study of the attitudes, motives, and strategies of university foreign language students and their disposition to authentic oral and written input. Modern Language Journal, 74, 459-473.
Brophy, J. E. (1999). Towards a model of the value aspects of motivation in education: Developing an appreciation for particular domains and activities. Educational Psychologist, 34, 75-85.
Chambers, G. (1999). Motivating language learners. Clevedon, UK: Multilingual Matters.
Cheng, H-F., & Dörnyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in language learning and teaching, 1, 153-174.
Cohen, M., & Dörnyei, Z. (2002). Focus on the language learner: Motivation, styles and strategies. In N. Schmidt (Ed.), An introduction to applied linguistics (pp. 170-190). London, UK: Arnold.
Cranmer, D. (1996). Motivating high level learners. Harlow, UK: Longman.
Crookes, G., & Schmidt, R. W. (1991). Motivation: Re-opening the research agenda. Language Learning, 41, 469-512.
Csikszentmihalyi, M., & Nakamura, J. (1989). The dynamics of intrinsic motivation: A study of adolescents. In R. Ames & C. Ames (Eds.), Handbook of motivation theory and research, Vol. 3: Goals and cognitions (pp. 45–71). New York, NY: Academic Press.
Csizér, K., & Dörnyei, Z. (2005). Language learners’ motivational profiles and their
motivated learning behavior. Language Learning, 55, 613-659.
Csizér, K., Kormos, J., & Sarkadi, Á. (2010). The dynamics of language learning attitudes and motivation: Lessons from an interview study of dyslexic language learners. Modern Language Journal, 94(3), 470-487.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R.
A. Dienstbier (Ed.), Perspectives on motivation: Nebraska Symposium on Motivation, 1990 (pp. 237-288). Lincoln, NE: University of Nebraska Press.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3 & 4), 325-346.
Dörnyei, Z. (1990). Conceptualizing motivation in foreign language learning. Language
Learning, 40, 45-78.
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-284.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117-135.
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge, UK: Cambridge University Press.
Dörnyei, Z. (2001). Teaching and researching motivation. Harlow, UK: Longman.
Dörnyei, Z. (2002). The motivational basis of language learning tasks. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 137-158). Philadelphia, PA: John Benjamins.
Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53(Supplement 1), 3-32.
Dörnyei, Z. (2007). Creating a motivating classroom environment. In J. Cummins & C. Davison (Eds.), International Handbook of English Language Teaching (Vol. 2) (pp. 719-731). New York, NY: Springer.
Dörnyei, Z. (2008). New ways of motivating foreign language learners: Generating vision. Links, 38(Winter), 3-4.
Dörnyei, Z. (2009). The L2 motivational self system. In Z.
Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Tonawanda, NY: Multilingual Matters.
Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2, 203-229.
Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-462.
Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes, and globalization: A Hungarian perspective. Clevedon, UK: Multilingual Matters.
Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics, 4, 43-69.
Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 589-630). Malden, MA: Blackwell.
Ehrman, M. (1996). An exploration of adult language learner motivation, self-efficacy, and anxiety. In R. Oxford (Ed.), Language learning motivation: Pathways to the new century (pp. 81-103). Honolulu, HI: University of Hawai’i Press.
Gao, Y., Zhao, Y., Cheng, Y., & Zhou, Y. (2004). Motivation types of Chinese university undergraduates. Asian Journal of English Language Teaching, 14, 45-64.
Gardner, R. (1985). Social psychology and second language learning: The role of attitude and motivation. London, UK: Edward Arnold.
Gardner, R. (2001). Integrative motivation and second language acquisition. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and language acquisition (pp. 1-19). Honolulu, HI: University of Hawai’i Press.
Gardner, R. C. (2000). Correlation, causation, motivation, and second language acquisition. Canadian Psychology, 41, 10-24.
Gardner, R. C. (2001). Integrative motivation: Past, present and future. Retrieved from http://publish.uwo.ca/~gardner/docs/GardnerPublicLecture1.pdf
Gardner, R. C. (2005). Integrative motivation and second language acquisition. Retrieved from http://publish.uwo.ca/~gardner/docs/caaltalk5final.pdf
Gardner, R. C. (2009). Gardner and Lambert (1959): Fifty years and counting. Retrieved from http://publish.uwo.ca/~gardner/docs/CAALOttawa2009talkc.pdf
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266-272.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language
learning. Rowley, MA: Newbury House.
Gardner, R. C., Masgoret, A.-M., Tennant, J., & Mihic, L. (2004). Integrative motivation: Changes during a year-long intermediate-level language course. Language Learning, 54, 1-34.
Gardner, R. C., & Tremblay, P. F. (1994). On motivation, research agendas, and theoretical frameworks. The Modern Language Journal, 78, 359-368.
Grabe, W. (2009). Motivation and reading. In W. Grabe (Ed.), Reading in a second language: Moving from theory to practice (pp. 175-193). New York, NY: Cambridge University Press.
Graham, S. (1994). Classroom motivation from an attitudinal perspective. In H. F. J. O'Neil and M. Drillings (Eds.), Motivation: Theory and research (pp. 31-48). Hillsdale, NJ: Lawrence Erlbaum.
Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42, 55-77.
Hao, M., Liu, M., & Hao, R. (2004). An empirical study on anxiety and motivation in English as a Foreign Language. Asian Journal of English Language Teaching, 14, 89-104.
Hara, C., & Sarver, W. T. (2010). Magic in ESL: An observation of student motivation in an ESL class. In G. Park, H. P. Widodo, & A. Cirocki (Eds.), Observation of teaching: Bridging theory and practice through research on teaching (pp. 141-153). Munich, Germany: LINCOM EUROPA.
Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. Retrieved from http://www.hawaii.edu/sls/uhwpesl/20(2)/Hashimoto.pdf.
Hsieh, P. (2008). Why are college foreign language students' self-efficacy, attitude, and motivation so different? International Education, 38(1), 76-94.
Kim, S. (2009). Questioning the stability of foreign language classroom anxiety and motivation across different classroom contexts. Foreign Language Annals, 42(1), 138-157.
Komiyama, R. (2009). CAR: A means for motivating students to read. English Teaching Forum, 47(3), 32-37.
Kondo-Brown, K. (2001). Bilingual heritage students’ language contact and motivation. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and language acquisition (pp. 433-460). Honolulu, HI: University of Hawai’i Press.
Lamb, M. (2004). Integrative motivation in a globalizing world. System, 32, 3-19.
Lamb, T. (2009). Controlling learning: Learners’ voices and relationships between motivation and learner autonomy. In R. Pemberton, S. Toogood, & A. Barfield (Eds.), Maintaining control: Autonomy and language learning (pp. 67-86). Hong Kong: Hong Kong University Press.
Lau, K.-l., & Chan, D. W. (2003). Reading strategy use and motivation among Chinese good and poor readers in Hong Kong. Journal of Research in Reading, 26, 177-190.
Li, J. (2009). Motivational force and imagined community in ‘Crazy English.’ In J. Lo Bianco, J. Orton, & Y. Gao (Eds.), China and English: Globalisation and the dilemmas of identity (pp. 211-223). Clevedon, UK: Multilingual Matters.
Lopez., F. (2010). Identity and motivation among Hispanic ELLs. Education Policy Analysis Archives, 18(16), 1-29.
MacIntyre, P. D. (2002). Motivation, anxiety and emotion in second language acquisition. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 45-68). Amsterdam, The Netherlands: John Benjamins.
MacIntyre, P. D., MacMaster, K., & Baker, S. C. (2001). The convergence of multiple models of motivation for second language learning: Gardner, Pintrich, Kuhl, and McCroskey. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and language acquisition (pp. 461-492). Honolulu, HI: University of Hawai’i Press.
Maslow, A. H. (1970). Motivation and personality. New York, NY: Harper & Row.
Melvin, B. S., & Stout, D. S. (1987). Motivating language learners through authentic materials. In W. Rivers (Ed.), Interactive language teaching (pp. 44–56). New York, NY: Cambridge University Press.
Midraj, S., Midraj, J., O’Neil, G., Sellami, A., & El-Temtamy, O. (2007). UAE grade 12 students’ motivation & language learning. In S. Midraj, A. Jendli, & A. Sellami (Eds.), Research in ELT contexts (pp. 47-62). Dubai: TESOL Arabia.
Molden, D. C., & Dweck, C. S. (2000). Meaning and motivation. In C. Sansone & J. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 131-159). San Diego, CA: Academic Press.
Mori, S. (2002). Redefining motivation to read in a foreign language. Reading in a Foreign Language, 14, 91-110.
Noels, K. A., Clément, R., & Pelletier, L. G. (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. Modern Language Journal, 83, 23-34.
Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language?: Motivational orientations and self-determination theory. Language Learning, 50, 57-85.
Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. Modern Language Journal, 78, 12-28.
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459-470.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Syed, Z. (2001). Notions of self in foreign language learning: A qualitative analysis. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 127-147).Honolulu, HI: University of Hawaii Press.
Schmidt, R., Boraie, D., & Kassabgy, O. (1996). Foreign language motivation: Internal structure and external connections. In R. Oxford (Ed.), Language learning motivation: Pathways to the new century (pp. 9-70). Honolulu, HI: Second Language Teaching & Curriculum Center, University of Hawaii Press.
Scott, K. (2006). Gender differences in motivation to learn French. The Canadian Modern Language Review, 62, 401-422.
Sisamakis, M. (2010). The motivational potential of the European language portfolio. In B. O’Rourke & L. Carson (Eds.), Language learner autonomy: Policy, curriculum, classroom (pp. 351-371). Oxford, UK: Peter Lang.
Smith, K. (2006). Motivating students through assessment. In R. Wilkinson, V. Zegers, & C. van Leeuwen (Eds.), Bridging the assessment gap in English-medium higher education (pp. 109-121). Nijmegen, The Netherlands: AKS –Verlag.
St. John, J. (2007). Motivation: The teachers’ perspective. In S. Midraj, A. Jendli, & A. Sellami (Eds.), Research in ELT contexts (pp. 63-84). Dubai: TESOL Arabia.
Ushioda, E. (2003). Motivation as a socially mediated process. In D. Little, J. Ridley, & E. Ushioda (Eds.), Learner autonomy in the language classroom (pp. 90-102). Dublin, Ireland: Authentik.
Ushioda, E. (2008). Motivation and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 19-34). Cambridge, UK: Cambridge University Press.
Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 215-228). Tonawanda, NY: Multilingual Matters.
Ushioda, E. (2012). Motivation. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to pedagogy and practice in language teahcing (pp. 77-85). Cambridge, UK: Cambridge University Press.
Verhoeven, L., & Snow, C. E. (Eds.). (2001). Literacy and motivation: Reading engagement in individuals and groups. Mahwah, NJ: Lawrence Erlbaum.
Wachob, P. (2006). Methods and materials for motivation and learner autonomy. Reflections on English Language Teaching, 5(1), 93-122.
Warden, C. A., & Lin, H. J. (2000). Existence of integrative motivation in an Asian EFL setting. Foreign Language Annals, 33, 535-547.
Weiner, B. (1992). Human motivation: Metaphors, theories and research. Newbury Park, CA: Sage.
Weiner, B. (1994). Integrating social and personal theories of achievement motivation. Review of Educational Research, 64, 557-573.
Wu, X. (2003). Intrinsic motivation and young language learners: The impact of the classroom environment. System, 31, 501-517.
Xu, H., & Jiang, X. (2004). Achievement motivation, attributional beliefs, and EFL learning strategy use in China. Asian Journal of English Language Teaching, 14, 65-87.
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Source: The International Research Foundation for English Language Education
(Replicated for education purpose only)
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