Language learning motivation: A multi-dimensional competence

(Paper given at Tesol-Italy's 2011 Convention in Rome)

If we accept the idea that motivation is neither a natural gift nor the result of fortuitous circumstances, then we need to consider its multiple dimensions: the influence of interpersonal and sociocultural relationships, the impact of the learning tasks which are set in the classroom, and the dynamic interplay of personal values, beliefs and perceptions which shape the language learner’s identity.

Reshaping the curriculum: the role of motivation

(Perspectives, a Journal of TESOL-Italy - Vol. XXV, No. 1-2, Spring-Fall 1999)

Reforming a curriculum can be a good opportunity to reconsider some "hidden" factors like learners' beliefs, values, attitudes - and motivation. This paper discusses the various subtle ways in which teachers and institutions can influence a student's willingness to learn, through the role of the feedback they give, the features of the tasks they set and the impact of individual beliefs.

Guest contribution:

The L2 Motivational Self System among Italian learners of English in the context of Italian public high school. An examination of the different facets of integrativeness in an EFL context

By Cristian Palombizio, Laureato in Mediazione Linguistica e Comunicazione Interculturale, Master Degree in English Language Teaching, University of Brighton, UK - cristianpalombizio89@hotmail.co.uk

This paper’s main purpose is to validate Dörnyei’s L2 Motivational Self System (2005) among Italian students of a public high school. In particular, it aims to find out what the role of Integrativeness is, amongst motivational forces that prompt students to learn English.