نقش جنسیت، سن، و مقطع تحصیلی در انگیزۀ یادگیری زبان فارسی به‌منزلۀ زبان دوم

خالقی‌زاده، شراره؛ پهلوان‌نژاد، محمدرضا؛ وکیلی‌فرد، امیررضا؛ و کامیابی‌گل، عطیه (1397). خودآرمان، خودباید، انگیزه یکپارچه وانگیزه‌های ابزاری در میان فارسی‌‌آموزان غیرایرانی: بررسی موردی زبان‌آموزان چینی و کره‌ای، جستارهای زبانی، مقالات آماده انتشار، انتشار آنلاین از تاریخ 1 تیر 1397
خالقی‌زاده، شراره؛ پهلوان‌نژاد، محمدرضا؛ وکیلی‌فرد، امیررضا؛ و کامیابی‌گل، عطیه (1398). اعتبارسنجی پرسشنامه انگیزه یادگیری زبان فارسی به عنوان زبان دوم، پژوهش‌نامه‌ آموزش زبان فارسی به غیرفارسی‌زبانان، مقالات آماده انتشار، انتشار آنلاین از تاریخ 1 اسفند 1398
رستگار خالد، امیر. (1389). تفاوت‌های جنسیتی در انگیزش و پیشرفت تحصیلی دانشجویان. مطالعات راهبردی زنان، 50، 81-124.
صدیقی‌فر، زهره؛ و خالقی زاده، شراره (1395). جهت‌گیری‌های انگیزشی و پیشرفت تحصیلی فارسی‌آموزان عربی‌زبان، پژوهش‌نامه‌ آموزش زبان فارسی به غیرفارسی‌زبانان، سال پنجم، شماره‌‌ دوم (پیاپی 12)، پاییز و زمستان 1395.
گرجیان، بهمن.؛ محمودی، خلیل.؛ و میر، فرزانه. (1389). تفاوتهای فردی دانشجویان و رابطه آنها با یادگیری زبان انگلیسی. فصلنامه تخصصی علوم اجتماعی دانشگاه آزاد اسلامی- واحد شوشتر. 8. 111-130.
Clément, R., Gardner, R.C., & Smythe, P.C. (1977), Motivational variables in second language acquisition: A study of francophone learning English. Canadian Journal of Behavioral Science, 9, 123-133.
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. In: Dörnyei, Z., Ushioda, E. (Eds.), Motivation, Language Identity and the L2 Self, Multilingual Matters, Clevedon, 98-119.
Deci, E. L. & Ryan, R. M. (1985), Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Dörnyei, Z. (1994), Motivation and motivating in the foreign language classroom. Modern Language Journal, 40, 46-78.
Dörnyei, Z., & Ottó, I. (1998), Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics. 4, 43–69.
Dörnyei, Z. (2002), The motivational basis of language learning tasks. In P. Robinson (Ed.), Individual differences in second language acquisition (pp. 137–158). Amsterdam: John Benjamins.
Dörnyei, Z. (2005), The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Dörnyei, Z. (2009), The L2 motivational self-system. In Z. Dörnyei& E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Bristol, UK: Multilingual Matters.
Ely. C. (1986). Language learning motivation: A descriptive and causal analysis, The Modern language Journal, 70, 28-35.
Gardner, R. C., & Lambert, W. E. (1959), Motivational variables in second language acquisition, Canadian Journal of Psychology, 13, 266–272.
Gardner, R. C. & Lambert, W. E. (1972), Attitudes and motivation in second language learning. Rowley, Mass: Newbury House.
Gardner, R. C. & Smythe, P. C. (1975), Motivation and second-language acquisition. The Canadian Modern Language Review, 31, 218–230.
Gonzales, R. D. (2011). Motivational orientation in foreign language learning: The case of Filipino foreign language learners. TESOL Journal. 3, 3-28.
Higgins, E. T. (1987), Self–discrepancy: A theory relating self and affect. Psychological Review, 94, 319–340.
Julkunen, K. (1989), Situation and task-specific motivation in foreign language learning and teaching. Joensuu, Finland: University of Joensuu.
Lamb, M. (2012), A self-system perspective on young adolescents' motivation to learn English in urban and rural settings. Language Learning, 62, 997–1023.
MacIntyre, P. D. (1999). Language anxiety: A review of the research for language teachers. In D. J. Young (Ed.), Affect in foreign language and second language learning (pp. 24-45). Boston: McGraw-Hill.
Markus, H., & Nurius, P. (1986), Possible selves. American Psychologist, 41(9), 954–969.
Mcclelland, N. (2000), Goal orientations in Japanese college students learning EFL. In S. Cornwell & P. Robinson (Eds.), Individual differences in foreign language learning: Effects of aptitude, intelligence, and motivation (pp. 99–115). Tokyo: Japanese Association for Language Teaching.
Muir, C., & Dörnyei, Z. (2013). Directed motivational currents: Using vision to create effective motivational pathways. Studies in Second Language Learning and Teaching,3(3), 357-375.
Noels, K. A., Pelletier, L.G., Clément, R., & Vallerand, R.J. (2003). Why are you learning a second language? Motivation orientation and self-determination theory. Language Learning, 50, 57-85.
Papi, M. (2010), The L2 motivational self-system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38, 467-479.
Papi, M., Teimouri, Y. (2012). Dynamics of selves & motivation: a cross-sectional study in the EFL context of Iran. International Journal of applied Linguistics, 22(3), 287-309.
Taguchi, T. Magid, M., &Papi, M. (2009). The L2 Motivational Self System among Japanese, Chinese and Iranian learners of English: A comparative study, In Z. Dörnyei& E. Ushioda (Eds.), Motivation, language identity and the L2 self, (pp. 66-97). Bristol: Multilingual Matters.
Taguchi.T. (2010). The L2 motivational self -system among Japanese university learners of English: a mixed methods approach, (Unpublished doctoral dissertation), University of Nottingham.
Ueki, M., & Takeuchi, O. (2013). Exploring the concept of the Ideal L2 Self in an Asian EFL context: The case of Japenese university students. The journal of Asia TEFL.10(1).25-45.
Warden, C., & Lin, H. J. (2000), Existence of integrative motivation in Asian EFL setting. Foreign Language Annals, 33, 535–547.
Weiner, Bernard. (1992). Human motivation: metaphors, theories & research. New York: Holt, Reinhar & Winston.
You, Ch, & Dornyei, Z. (2014) Language Learning Motivation in china: Results of a large-scale stratified survey, Applied linguistics, august 2014, 1-26.