Studies in Second Language Learning and Teaching, 2013, vol. 3, no. 3

Permanent URI for this collection

https://repozytorium.amu.edu.pl/handle/10593/9920

Browse

Browsing Studies in Second Language Learning and Teaching, 2013, vol. 3, no. 3 by Subject "imagery"

Now showing 1 - 2 of 2
  • Item
    Directed Motivational Currents: Using vision to create effective motivational pathways
    (Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu, 2013-10) Muir, Christine; Dörnyei, Zoltán
    Vision, that is, the mental representation of the sensory experience of a future goal state (involving imagination and imagery), is currently at the forefront of motivational innovation, and in recent years it has been seen increasingly more often in the motivational tool kit of practicing language teachers. Theories such as Dörnyei’s L2 motivational self system have explored the power that creating effective visions can harness (see, e.g., Dörnyei & Kubanyiova, 2014) and when viewed in conjunction with other current research avenues, such as future time perspective and dynamic systems theory, vision offers exciting potential. A Di- rected Motivational Current is a new motivational construct that we suggest is capable of integrating many current theoretical strands with vision: It can be de- scribed as a motivational drive which energises long-term, sustained behaviour (such as language learning), and through placing vision and goals as critical cen- tral components within this construct, it offers real and practical motivational potential. In this conceptual paper, we first discuss current understandings of vi- sion and of Directed Motivational Currents, and then analyse how they may be optimally integrated and employed to create effective motivational pathways in language learning environments.
  • Item
    Facets of imagery in academic and professional achievements: A study of three doctoral students
    (Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu, 2013-10) Chan, Letty
    Since the inception of the L2 motivational self system (Dörnyei, 2005), which operationalises motivation as a function of learners’ future identities, the field of L2 motivation has seen a growing interest in mental imagery. Numerous studies have examined the role of a future self-guide, that is, the ideal L2 self, and have confirmed it to be powerful for explaining learner motivation (e.g., Csizér & Lukács, 2010; Dörnyei & Ushioda, 2009); however, few studies have explored how mental imagery, a key dimension of the ideal L2 self (Dörnyei & Chan, 2013), can manifest itself in actual motivated behaviour. Using in-depth interviews, the present study aims to explore the motivational capacity of the natural use of mental imagery in three doctoral candidates studying at a Brit- ish university. The main research focuses on examining how imagery was em- ployed to stimulate the participants’ L2 learning and their doctoral research as well as career choice. This paper proposes a conceptual framework of types, functions, and conditions of imagery in academic and professional achieve- ments based on the data obtained. It reveals an intriguing array of imagery types, functions, and conditions, which shape the achievement of the individ- uals’ desired goals. Recommendations and implications for future research on imagery use in SLA are also discussed.