Identity, Motivation And Investment For Target Learners

Authors

  • Umida Buriyeva Zamon qizi Teacher at the Philology and teaching language department of the International Innovative University

DOI:

https://doi.org/10.62480/tjpch.2024.vol37.pp90-92

Keywords:

Learner, useful, combining, setting

Abstract

The current research examines how identity, investment, and motivation relate to [a particular learner group, such as young learners in a bilingual setting or adult immigrant learners]. We investigate the ways in which cultural background, past learning experiences, and social context affect learners' selfperceptions in regard to the target language, their belief in the importance of learning, and their will to keep going. We determine the main determinants of learning success in this particular demographic by employing a [Methodology, e.g., mixed-methods approach combining quantitative surveys and qualitative interviews]. Our results provide [briefly summarize key findings] and useful suggestions for teachers who are working with [Specific Learner Group] to improve language acquisition.

References

Darvin, R. & Norton, B. (2021). Investment and motivation in language learning: What’s the

difference? Language teaching (2021), pp. 1-12. Cambridge University Press.

Dornyei, Z. (1998). Motivation in second and foreign language learning. LanguageTeaching 31, pp.

-135. Cambridge University Press

Norton, B. and Toohey, K. (2011). Identity, language learning, and social change.

Language teaching (2011), 44.4. pp. 412-446. Cambridge University Press

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Published

2024-12-15

How to Cite

Umida Buriyeva Zamon qizi. (2024). Identity, Motivation And Investment For Target Learners. Texas Journal of Philology, Culture and History , 37, 90–92. https://doi.org/10.62480/tjpch.2024.vol37.pp90-92

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Section

Articles