This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.
A. Bolster , C. Ballandier-Brown , & P. Rea-Dickens (2004). Young learners of modern foreign languages and their transition to the secondary phase: A lost opportunity?
Language Learning Journal, 30
Z. Boo , Z. Dörnyei , & S. Ryan (2015). L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape. System, 55, 145–157.
Y. Butler (2015). Parental factors in children's motivation for learning English: A case in China. Research Papers in Education, 30, 164–191.
R. Clément , Z. Dörnyei , & K. Noels (1994). Motivation, self-confidence and group cohesion in the foreign language classroom. Language Learning, 44
F. Copland , S. Garton , & A. Burns (2014). Challenges in teaching English to young learners. Global perspectives and local realities. TESOL Quarterly, 48
L. Courtney , S. Graham , A. Tonkyn , & T. Marinis (2015). Individual differences in early language learning: A study of English learners of French. Applied Linguistics. Advance online publication. doi:10.1093/applin/amv071
K. Csizér , & J. Kormos (2009). Modelling the role of inter-cultural contact in the motivation of learning English as a foreign language. Applied Linguistics, 30
Z. Dörnyei (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Erlbaum.
L. Erler , & E. Macaro (2011). Decoding ability in French as a foreign language and language learning motivation. Modern Language Journal, 95
S. Graham , L. Courtney , A. Tonkyn , & T. Marinis (2016). Motivational trajectories for second language learning across the primary-secondary school transition. British Educational Research Journal, 42
(4), 682–702. doi: 10.1002/berj.3230
M. Lamb (2013). “Your mum and dad can't teach you!” Constraints on agency among rural learners of English in the developing world. Journal of Multilingual and Multicultural Development, 34
E. Macaro (2008). The decline in language learning in England: Getting the facts right and getting real. Language Learning Journal, 36
C. Muñoz (2014). The association between aptitude components and language skills in young learners. In M. Pawlak & L. Aronin (Eds.), Essential topics in applied linguistics and multilingualism (pp. 51–68). Cham, Switzerland: Springer International.
M. Nikolov (1999). Why do you learn English? Because the teacher is short: A study of Hungarian children's foreign language learning motivation. Language Teaching Research, 3, 33–56.
R. L. Sparks , J. Patton , L. Ganschow , & N. Humbach (2009). Long-term relationships among early first language skills, second language aptitude, second language affect, and later second language proficiency. Applied Psycholinguistics, 30, 725–755.
B. Spinath , & R. Steinmayr (2008). Longitudinal analysis of intrinsic motivation and competence beliefs: Is there a relation over time?
Child Development, 79
H. H. Stern (1985). The time factor and compact course development. TESL Canada Journal, 3
T. Yashima (2002). Willingness to communicate in a second language: The Japanese EFL context. Modern Language Journal, 86, 54–66.