Removed due to plagiarism
This work is licensed under a
Creative Commons Attribution 4.0 International License
[1] Alderman, M., K. (2004). Motivation for Achievement. Mahwah NJ: Lawrence Erlbaum.
[2] Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology 84, 261-271.
DOI: https://doi.org/10.1037//0022-0663.84.3.261[3] Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
DOI: https://doi.org/10.5465/amr.1987.4306538[4] Brophy, J. (2004). Motivating Students to Learn. New Jersey: Lawrence Erlbaum Associates.
[5] Byrne, D. (1988). Teaching Writing Skills. London: Longman.
[6] Covington, M. V. (1992). Making the Grade: a self-worth perspective on motivation and school reform. Cambridge: Cambridge University Press.
DOI: https://doi.org/10.1017/cbo9781139173582[7] Covington, M. V. (1984). The motive for self worth. In R. Ames & C. Ames (Eds.), Research on motivation in education: Student motivation. San Diego, CA: Academic Press, p.77–113.
[8] Csikszentmihalyi, M. (1993). The evolving source: A psychology for the third millennium. New York: HarperCollins.
[9] Deci, E., L., & Moller, A., C. (2005). The concept of competence: A starting place for understanding intrinsic motivation and self-determined extrinsic motivation. In A. J. Elliot & C. S. Dweck (Eds.). Handbook of competence and motivation. New York: Guildford Press, pp.579-597.
[10] Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.
[11] Gardner, R. C. (1988). The socio-educational model of second-language learning: Assumptions, findings, and issues. Language Learning 38, 101-126.
DOI: https://doi.org/10.1111/j.1467-1770.1988.tb00403.x[12] Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
[13] Gardner, R., C. & MacIntyre P., D. (1993). A student's contributions to second-language learning. Part II: Affective variables. Language Teaching 26, 1-11.
DOI: https://doi.org/10.1017/s0261444800000045[14] Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
[15] Lee I. (1997).ESL learners' performance in error correction in writing: some implications for teaching, System 25 (4), 465-477.
DOI: https://doi.org/10.1016/s0346-251x(97)00045-6[16] Lightbown, P. & and Spada, N. (1999). How Languages are Learned (2nd edition).Oxford: Oxford University Press.
[17] Maehr, M., & Meyer, H. (1997). Understanding motivation and schooling: Where we've been, where we are, and where we need to go. Educational Psychology Review 9, 371-409.
DOI: https://doi.org/10.7228/manchester/9781526105677.003.0005[18] Patton, M. Q. (2002). Qualitative Research & Evaluation Methods (3rd ed.). United States of America: Sage.
[19] Schunk, D., H., Pintrich, P., R., and Meece, J., L. (2008). Motivation in Education: Theory, Research, and Applications (3rd ed.)., Englewood Cliffs, NJ: Merrill/Prentice Hall.
[20] Skehan, P. (1989). Individual Differences in Second Language Learning. London: Edward Arnold.
[21] Thrash, T., and Elliot, A. (2001). Delimiting and integrating achievement motive and goal constructs. In A. Efklides, J. Kuhl, and R. Sorrentino, (Eds.), Trends and prospects in motivation research. Boston: Kluwer, pp.3-21.
DOI: https://doi.org/10.1007/0-306-47676-2_1[22] Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review 92 (4), 548-73.
DOI: https://doi.org/10.1037//0033-295x.92.4.548[23] Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer-Verlag.
[24] Wigfield, A., & Eccles, J., S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology 25, 68-81.
DOI: https://doi.org/10.1006/ceps.1999.1015[25] Burt, M. and Kiparsky, C. (1972). The Gooficon: A Repair Manual for English. Newbury House, Rowley, MA.
[26] Carney, E. (1994). A Survey of English Spelling. Routledge, London.
[27] Chomsky, N. (1980). Rules and Representations. Blackwell, Oxford.
[28] Corder, S.P. (1981). Error Analysis and Interlanguage. Oxford University Press, Oxford.
[29] Dulay, H., Burt, M. and Krashen, S.D. (1982). Language Two. Newbury House, Rowley, MA.
[30] Gatbonton, E. (1983). Patterned phonetic variability in second language speech: a gradual diffusion model, in B.W. Robinett and J. Schachter (eds), Second Language Learning: Contrastive Analysis, Error Analysis and Related Aspects. University of Michigan Press, Ann Arbor, MI. pp.240-55.
DOI: https://doi.org/10.1017/s0272263100005490[31] James, Carl. (1990). Learner language, Language Teaching Vol. 23 No. 4: 205-13.
[32] James, Carl and Garrett, P. (eds) (1991). Language Awareness in the Classroom. Longman, London.
[33] Stenson, N. (1983). Induced errors, in B.W. Robinett and J. Schachter (eds), Second Language Learning: Contrastive Analysis, Error Analysis and Related Aspects. University of Michigan Press, Ann Arbor, MI. pp.256-71.
DOI: https://doi.org/10.1017/s0272263100005490[34] Thomas, J. (1983). Cross-cultural pragmatic failure, Applied Linguistics Vol. 4 No. 2: 91-112. ( Received 22 April 2015; accepted 06 May 2015 ).
[1] P. Dashtizadeh, M. Farvardin, "The relationship between language learning motivation and foreign language achievement as mediated by perfectionism: the case of high school EFL learners", Journal of Language and Cultural Education, Vol. 4, p. 86, 2016
DOI: https://doi.org/10.1515/jolace-2016-0027