Learners’ attributions have received increasing attention in second/foreign language (L2) learning. Studies have shown that how learners attribute their performance influences not only their self-efficacy, motivation, an...
Whereas Standard Dutch only distinguishes between two adnominal grammatical genders, substandard varieties of Belgian Dutch distinguish between three such genders. German, too, distinguishes between three genders. Nevert...
Attribution theory (Weiner, 1985) and self-determination theory (Deci & Ryan, 1985) have been explored as contributors to L2 motivation (cf. Dörnyei, 2001) but have never been studied quantitatively in concert. In additi...
In this paper, we discuss the problem of articulation between levels in the educational system, as the transition from a rather more communicative, contentbased and holistic approach to English as a foreign language (EFL...
Adopting a longitudinal design, this study investigates the effects of foreign language anxiety on foreign language proficiency over time within English and Japanese learning contexts. It also explores the stability of a...
How I see it: An exploratory study on attributions and emotions in L2 learning
Learners’ attributions have received increasing attention in second/foreign language (L2) learning. Studies have shown that how learners attribute their performance influences not only their self-efficacy, motivation, an...
Metalinguistic knowledge about the native language and language transfer in gender assignment
Whereas Standard Dutch only distinguishes between two adnominal grammatical genders, substandard varieties of Belgian Dutch distinguish between three such genders. German, too, distinguishes between three genders. Nevert...
Successful language learning in a corporate setting: The role of attribution theory and its relation to intrinsic and extrinsic motivation
Attribution theory (Weiner, 1985) and self-determination theory (Deci & Ryan, 1985) have been explored as contributors to L2 motivation (cf. Dörnyei, 2001) but have never been studied quantitatively in concert. In additi...
Transitional woes: On the impact of L2 input continuity from primary to secondary school
In this paper, we discuss the problem of articulation between levels in the educational system, as the transition from a rather more communicative, contentbased and holistic approach to English as a foreign language (EFL...
The anxiety-proficiency relationship and the stability of anxiety: The case of Chinese university learners of English and Japanese
Adopting a longitudinal design, this study investigates the effects of foreign language anxiety on foreign language proficiency over time within English and Japanese learning contexts. It also explores the stability of a...