The Role of Willingness to Communicate and Motivation in Language Learning in Iran

Subject Areas : All areas of language and translation

Elmira Pourhasan ¹ , Masoud Zoghi ²

1 - Department of English Language Teaching, Ahar Branch, Islamic Azad University, Ahar, Iran
2 - Department of English Language Teaching, Ahar Branch, Islamic Azad University, Ahar, Iran

Received: 2017-04-25 Accepted : 2017-04-25 Published : 2017-04-01

Keywords:

References:

Al-Shehri, A. S. (2009). Motivation and vision: The relation between the ideal L2 self, imagination and visual style. Motivation, language identity and the L2 self, 164- 171 .

Alemi, M., Daftarifard, P., & Pashmforoosh, R. (2011). The Impact of Language Anxiety and Language Proficiency on WTC in EFL Context. Cross-Cultural Communication, 7(3), 150 .

Azarnoosh, M. (2014). Public schools and private language institutes: any differences in students’l2 motivational self system. Journal of Language and Translation, 4, 1(7), 77-90.

Azarnoosh, M., & Birjandi, P. (2012). Junior high school students’ L2 motivational self system: Any gender differences. World Applied Sciences Journal, 20 (4), 577-584.

Baghaei, P. (2012). The relationship between willingness to communicate and success in learning English as a foreign language. Modern Journal of Applied Linguistics, 4(2), 53-67.

Csizér, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The modern language journal, 89(1), 19-36 .

Csizér, K., & Kormos, J. (2009). Learning experiences, selves and motivated learning behaviour: A comparative analysis of structural models for Hungarian secondary and university learners of English. Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters, 98-119 .