Motivation and Anxiety Quiz

According to Gardner (2010), which of the following is NOT a characteristic of a motivated language learner?

• Positive attitudes toward the language and its speakers

• High levels of intelligence

• Positive emotional engagement with learning

• Effort toward learning

An integrative orientation in language learning focuses on:

• Achieving good grades in language courses

• Connecting with and becoming like speakers of the target language

• Learning the language for job opportunities

• Using the language only for travel purposes

What are the three key psychological needs in Self-Determination Theory?

• Autonomy, intelligence, motivation

• Autonomy, competence, relatedness

• Competence, success, perseverance

• Intelligence, relatedness, discipline

Which phase in Dörnyei and Otto's process model involves goal setting and initiation of action?

• Actional phase

• Post-actional phase

• Pre-actional phase

• Motivational phase

How does Norton's concept of "investment" relate to language learning?

• It views language learning as a financial investment

• It emphasizes the time spent studying grammar

• It links language learning to the learner's identity and imagined future

• It only applies to learners in bilingual settings

What are "imagined communities" in the context of language learning?

• Groups of language learners studying online

• Social groups that learners feel connected to through imagination

• Historical groups of people who spoke the language

• Communities created for practicing a language in virtual reality

"International posture" refers to:

• A learner's openness to global issues and intercultural interactions

• The way learners physically position themselves when speaking a foreign language

• The formal structure of international language exams

• A technique for improving pronunciation in a new language

In L2 learning, Possible Selves are:

• Future images of what a learner might become in relation to the language

• Different versions of a learner's past language experiences

• Unrealistic dreams that learners should ignore

• Direct translations of their native language identity into the target language

Anticipatory emotions differ from anticipated emotions because:

• Anticipatory emotions are felt in the present about the future, while anticipated emotions are imagined future feelings

• Anticipatory emotions are always negative, while anticipated emotions are always positive

• Anticipatory emotions only apply to written language, while anticipated emotions apply to speaking

• Anticipated emotions are short-term, while anticipatory emotions last longer

A learner who believes that effort leads to language improvement has a:

• Mastery orientation

• Fixed entity orientation

• Negative self-perception

• Grammar-based learning style