@incollection{schmidt_motivation_2001,
	title = {{MOTIVATION} , {STRATEGY} {USE} , {AND} {PEDAGOGICAL} {PREFERENCES}},
	isbn = {0-8248-2458-X},
	url = {http://nflrc.hawaii.edu/PDFs/SCHMIDT Motivation, strategy use, and pedagogical preferences.pdf},
	abstract = {This chapter reports the results of a survey of motivation, reported use of language learning strategies, and learner preferences for various kinds of pedagogical activities carried out with 2,089 learners of five different foreign languages (Mandarin Chinese, Filipino [Tagalog], French, Japanese, and Spanish) at the University of Hawai‘i. Questionnaire responses were factor analyzed, and a common factor structure was found for the sample as a whole, consisting of the factors of Value (a belief that studying the language is worthwhile for a wide variety of reasons), Expectancy (a combination of self-confidence, self-assessed aptitude for language learning, and lack of anxiety), Motivational Strength, Competitiveness, and Cooperativeness. The fact that many of these students are studying the language of their ethnic heritage also emerged as a distinct motivational factor. Scales based on the factor analyses were used to analyze similarities and differences among groups of students learning the different target languages, as well as relationships between the various components of motivation and those related to learning strategy use and pedagogical preferences. It was found that motivation does indeed affect strategy use and preferences for different types of classroom activities, but some associations are much stronger than others. The motivational factors of Value, Motivational Strength, and Cooperativeness affect strategy use and pedagogical preferences most strongly, while the Heritage Language factor appears to have little or no influence on these variables. Of the different types of learning strategies, the use of cognitive and metacognitive strategies is most affected by motivation, and among the types of pedagogical preferences that we investigated, approval of challenging activities was most affected by motivation.},
	booktitle = {Motivation and {Second} language {Acquisition}},
	author = {Schmidt, Richard and Watanabe, Yuichi},
	year = {2001},
	pages = {313--359},
}

{"_id":"qraWresbSfFpGYW5R","bibbaseid":"schmidt-watanabe-motivationstrategyuseandpedagogicalpreferences-2001","author_short":["Schmidt, R.","Watanabe, Y."],"bibdata":{"bibtype":"incollection","type":"incollection","title":"MOTIVATION , STRATEGY USE , AND PEDAGOGICAL PREFERENCES","isbn":"0-8248-2458-X","url":"http://nflrc.hawaii.edu/PDFs/SCHMIDT Motivation, strategy use, and pedagogical preferences.pdf","abstract":"This chapter reports the results of a survey of motivation, reported use of language learning strategies, and learner preferences for various kinds of pedagogical activities carried out with 2,089 learners of five different foreign languages (Mandarin Chinese, Filipino [Tagalog], French, Japanese, and Spanish) at the University of Hawai‘i. Questionnaire responses were factor analyzed, and a common factor structure was found for the sample as a whole, consisting of the factors of Value (a belief that studying the language is worthwhile for a wide variety of reasons), Expectancy (a combination of self-confidence, self-assessed aptitude for language learning, and lack of anxiety), Motivational Strength, Competitiveness, and Cooperativeness. The fact that many of these students are studying the language of their ethnic heritage also emerged as a distinct motivational factor. Scales based on the factor analyses were used to analyze similarities and differences among groups of students learning the different target languages, as well as relationships between the various components of motivation and those related to learning strategy use and pedagogical preferences. It was found that motivation does indeed affect strategy use and preferences for different types of classroom activities, but some associations are much stronger than others. The motivational factors of Value, Motivational Strength, and Cooperativeness affect strategy use and pedagogical preferences most strongly, while the Heritage Language factor appears to have little or no influence on these variables. Of the different types of learning strategies, the use of cognitive and metacognitive strategies is most affected by motivation, and among the types of pedagogical preferences that we investigated, approval of challenging activities was most affected by motivation.","booktitle":"Motivation and Second language Acquisition","author":[{"propositions":[],"lastnames":["Schmidt"],"firstnames":["Richard"],"suffixes":[]},{"propositions":[],"lastnames":["Watanabe"],"firstnames":["Yuichi"],"suffixes":[]}],"year":"2001","pages":"313–359","bibtex":"@incollection{schmidt_motivation_2001,\n\ttitle = {{MOTIVATION} , {STRATEGY} {USE} , {AND} {PEDAGOGICAL} {PREFERENCES}},\n\tisbn = {0-8248-2458-X},\n\turl = {http://nflrc.hawaii.edu/PDFs/SCHMIDT Motivation, strategy use, and pedagogical preferences.pdf},\n\tabstract = {This chapter reports the results of a survey of motivation, reported use of language learning strategies, and learner preferences for various kinds of pedagogical activities carried out with 2,089 learners of five different foreign languages (Mandarin Chinese, Filipino [Tagalog], French, Japanese, and Spanish) at the University of Hawai‘i. Questionnaire responses were factor analyzed, and a common factor structure was found for the sample as a whole, consisting of the factors of Value (a belief that studying the language is worthwhile for a wide variety of reasons), Expectancy (a combination of self-confidence, self-assessed aptitude for language learning, and lack of anxiety), Motivational Strength, Competitiveness, and Cooperativeness. The fact that many of these students are studying the language of their ethnic heritage also emerged as a distinct motivational factor. Scales based on the factor analyses were used to analyze similarities and differences among groups of students learning the different target languages, as well as relationships between the various components of motivation and those related to learning strategy use and pedagogical preferences. It was found that motivation does indeed affect strategy use and preferences for different types of classroom activities, but some associations are much stronger than others. The motivational factors of Value, Motivational Strength, and Cooperativeness affect strategy use and pedagogical preferences most strongly, while the Heritage Language factor appears to have little or no influence on these variables. Of the different types of learning strategies, the use of cognitive and metacognitive strategies is most affected by motivation, and among the types of pedagogical preferences that we investigated, approval of challenging activities was most affected by motivation.},\n\tbooktitle = {Motivation and {Second} language {Acquisition}},\n\tauthor = {Schmidt, Richard and Watanabe, Yuichi},\n\tyear = {2001},\n\tpages = {313--359},\n}\n\n\n\n","author_short":["Schmidt, R.","Watanabe, Y."],"key":"schmidt_motivation_2001-1","id":"schmidt_motivation_2001-1","bibbaseid":"schmidt-watanabe-motivationstrategyuseandpedagogicalpreferences-2001","role":"author","urls":{"Paper":"http://nflrc.hawaii.edu/PDFs/SCHMIDT Motivation, strategy use, and pedagogical preferences.pdf"},"metadata":{"authorlinks":{}}},"bibtype":"incollection","biburl":"http://bibbase.org/zotero/JANRIV","dataSources":["apawDb9YbtTZ2cs7p","6ganJHGdhAYDmSCt5"],"keywords":[],"search_terms":["motivation","strategy","use","pedagogical","preferences","schmidt","watanabe"],"title":"MOTIVATION , STRATEGY USE , AND PEDAGOGICAL PREFERENCES","year":2001}