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Directed motivational current

Energising language learning through creating intense motivational pathways
  • Zoltán Dörnyei , Christine Muir and Zana Ibrahim
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Motivation and Foreign Language Learning
This chapter is in the book Motivation and Foreign Language Learning

Abstract

In this chapter, we introduce a novel psychological construct whose key aspects are well-established in major motivation theories. A Directed Motivational Current (DMC) is a conceptual framework which depicts unique periods of intensive motivational involvement both in pursuit of and fuelled by a highly valued goal/vision. The heightened motivational state of individuals or groups involved in a DMC is maintained through the deployment of a salient facilitative structure that includes reinforcing feedback loops, positive emotionality and the prospect of reaching a new level of operation. When applied in second language contexts, DMCs can energise language learners to perform beyond expectations and across several levels and timescales, including long-term engagements.

Abstract

In this chapter, we introduce a novel psychological construct whose key aspects are well-established in major motivation theories. A Directed Motivational Current (DMC) is a conceptual framework which depicts unique periods of intensive motivational involvement both in pursuit of and fuelled by a highly valued goal/vision. The heightened motivational state of individuals or groups involved in a DMC is maintained through the deployment of a salient facilitative structure that includes reinforcing feedback loops, positive emotionality and the prospect of reaching a new level of operation. When applied in second language contexts, DMCs can energise language learners to perform beyond expectations and across several levels and timescales, including long-term engagements.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Contributors vii
  4. Introduction 1
  5. PART I. Theoretical and practical insights into motivation
  6. Directed motivational current 9
  7. Motivation, autonomy and metacognition 31
  8. Motivating teachers and learners as researchers 51
  9. Motivating language teachers 71
  10. Part II. Studies on motivation in foreign language classrooms
  11. Swedish students’ beliefs about learning English in and outside of school 93
  12. Giving voice to the students 117
  13. Motivation meets bilingual models 139
  14. Visible learning and visible motivation 157
  15. Epilogue
  16. Motivation 177
  17. Name index 185
  18. Subject index 189
https://doi.org/10.1075/lllt.40.01dor

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Contributors vii
  4. Introduction 1
  5. PART I. Theoretical and practical insights into motivation
  6. Directed motivational current 9
  7. Motivation, autonomy and metacognition 31
  8. Motivating teachers and learners as researchers 51
  9. Motivating language teachers 71
  10. Part II. Studies on motivation in foreign language classrooms
  11. Swedish students’ beliefs about learning English in and outside of school 93
  12. Giving voice to the students 117
  13. Motivation meets bilingual models 139
  14. Visible learning and visible motivation 157
  15. Epilogue
  16. Motivation 177
  17. Name index 185
  18. Subject index 189
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