Reza Pishghadam; Hossein Makiabadi; Shaghayegh Shayesteh; Shiva Zeynali
Volume 7, 2 (Special Issue on Iranians Views of Cultural Issues) , September 2019, , Pages 15-26
Abstract
Digging into the history of motivation research, we deduced that, the investigations have targeted individuals’ performance as the overt indication of this invisible drive. Yet, it is hypothesized that there exists a variation of motivation which does not lead to a certain action and is only confined ...
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Digging into the history of motivation research, we deduced that, the investigations have targeted individuals’ performance as the overt indication of this invisible drive. Yet, it is hypothesized that there exists a variation of motivation which does not lead to a certain action and is only confined to one’s mental engagement with a concept or activity. To further explicate, we put forward a dual continuum model of motivation, under the term immersion, and named this so-far-hidden aspect as passive motivation, standing against active motivation. To provide empirical evidence, a total of 54 English language teachers were recruited and interviewed about the four proposed conditions of motivation (i.e., active motivation, active demotivation, passive motivation, and passive demotivation). The extracted themes revealed that teachers’ habitus may largely account for this lack of willingness and passivity. Analyzing the themes, we made reference to sensory motivation, which relies on sensory experiences as one of the major triggers of de/motivation.
Sasan Baleghizadeh; Hamid Rastin
Volume 3, Issue 2 , September 2015, , Pages 47-56
Abstract
Pragmatic aspect of second language (L2) as a component of communicative competence has recently received more attention. Many research studies have investigated the gap between native and nonnative speakers’ command of L2 pragmatics. However, development of L2 pragmatics has been the focus of ...
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Pragmatic aspect of second language (L2) as a component of communicative competence has recently received more attention. Many research studies have investigated the gap between native and nonnative speakers’ command of L2 pragmatics. However, development of L2 pragmatics has been the focus of few studies. In this study, how coursebooks can help both nonnative teachers and learners develop L2 pragmatics was investigated. It was suggested that teachers’ books can act as a medium for developing both language teachers and learners’ L2 pragmatic competence. Therefore, one of the popular English coursebook series, Top Notch (1st and 2nd eds.) teachers’ books, were examined in order to find instances of metapgarmatic information. The results showed that, both editions provided metapragmatic information for teachers and that Top Notch second edition teachers’ books provided more metapragmatic information than the first edition. The implications of such findings are discussed at the end of this paper.