Exploring the Role of the Directed Motivational Currents on the Persian Heritage Language Learners' Success
The phenomenon of Directed Motivational Currents (DMCs) (Dörnyei et al., 2014) is described as a period of intense motivational drive in pursuit of a highly-desired personal goal and vision. A DMC is thoroughly different from other motivational behaviors or ideal forms of engagements that already ar...
| Other Authors: | |
|---|---|
| Format: | Others |
| Language: | English English |
| Published: |
Florida State University
|
| Online Access: | http://purl.flvc.org/fsu/fd/2018_Su_Mansouri_fsu_0071E_14676 |
| Summary: | The phenomenon of Directed Motivational Currents (DMCs) (Dörnyei et al., 2014) is described as a period of intense motivational drive in pursuit of a highly-desired personal goal and vision. A DMC is thoroughly different from other motivational behaviors or ideal forms of engagements that already are recognized in the literature; and “being in the zone” (Dörnyei et al., 2014) is easily visible to individuals around the person experiencing a DMC. Focusing on periods of different motives and motivational orientations experienced by heritage language learners of Persian in Startalk summer programs in 2014 and 2015, the current study investigates a) how the components of the DMCs (Dörnyei et al., 2016) are presented into the curricula and lesson/learning plans of Startalk Persian programs, and b) whether these components can explain the success of Persian heritage language learners at this program. The results revealed that the curricula and lesson/learning plans of the Startalk 2014 and 2015 summer programs consisted of the explicit and implicit five components of Group DMCs (Dörnyei et al., 2016). In addition, none of the participants in the program thoroughly experienced the five components of the DMC. However, the existence of extrinsic and intrinsic motivation (Deci & Ryan, 1985), integrative and instrumental orientations (Gardner & Lambert,1972), and positive progress feedback (Dörnyei et al., 2016) from parents and relatives at home and in the community have led to proficiency in Persian language. The results indicate that the framework of DMCs (Dörnyei et al., 2014) might fail to fit in the context of Persian heritage language learners in this study because all the learners relied on their extrinsic and intrinsic motivations, along with integrative and instrumental orientations in pursuit of their heritage language, and did so without experiencing any DMCs. The results and implications will be discussed with reference to the literature. === A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. === Spring Semester 2018. === April 18, 2018. === Directed Motivational Currents, Goal and Vision, Heritage Language, Motivation, Persian Heritage Language === Includes bibliographical references. === Brenda Cappuccio, University Representative; Sherry A. Southerland, Committee Member; Elizabeth Jakubowski, Committee Member. |
|---|