What a Directed Motivational Current Is to Language Teachers. (April 2022)

• Record Type: Journal Article
• Authors: Peng, Zhiyang; Phakiti, Aek
• Is Part Of: RELC journal. Volume 53:Number 1(2022)
• Page Start: 9
• Page End: 23
• Publication Date: 2022-04
• Subjects: Directed motivational currents -- motivational surge -- motivational burst -- language teaching -- project-based language learning; English language -- Study and teaching -- Southeast Asia -- Periodicals; English language -- Research -- Southeast Asia -- Periodicals; 406
• DOI: 10.1177/0033688220905376
• Languages: English
• ISSNs: 0033-6882

Abstract

This article discusses a framework developed by Dörnyei, Henry and Muir (2016). Known as the Directed Motivational Currents (DMCs) framework, it takes a socio-dynamic viewpoint in which learner motivation and other characteristics of learners, the learning task and the specific learning context are considered to be dynamically intertwined. Given that the DMCs framework is relatively new, descriptions of it remain highly theoretical. This article aims to discuss it in an accessible way, particularly by pinpointing how it can be translated into teaching practice. This article appraises the DMCs framework both theoretically and empirically.