Directed Motivational Currents in L2: Exploring the Effects on Self and Communication

Description

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 Dörnyei 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. Front Matter ....Pages i-xvii Introduction (Nourollah Zarrinabadi, Saeed Ketabi, Mansoor Tavakoli)....Pages 1-7 Directed Motivational Currents (DMC) in L2 (Nourollah Zarrinabadi, Saeed Ketabi, Mansoor Tavakoli)....Pages 9-17 Willingness to Communicate (WTC) (Nourollah Zarrinabadi, Saeed Ketabi, Mansoor Tavakoli)....Pages 19-32 Language Learner Autonomy, Self-confidence, Self-concept (Nourollah Zarrinabadi, Saeed Ketabi, Mansoor Tavakoli)....Pages 33-47 Methodology (Nourollah Zarrinabadi, Saeed Ketabi, Mansoor Tavakoli)....Pages 49-62 Results (Nourollah Zarrinabadi, Saeed Ketabi, Mansoor Tavakoli)....Pages 63-88 Conclusions (Nourollah Zarrinabadi, Saeed Ketabi, Mansoor Tavakoli)....Pages 89-94 Back Matter ....Pages 95-118