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Abstract
This paper examines the relationship between language, motivation, and resilience, with a specific focus on the linguistic expressions related to the concept of resilience in the educational context. Recognising motivation-related language as a potent instrument shaping students' motivations and outcomes, the study employs a survey-based approach to deduce the linguistic constructs that define resilience. Through the statistical and content analysis of survey responses from diverse academic subgroups, the research identifies key motivation-related language patterns and explores variations in linguistic cues. The objective is to enhance our comprehension of how language contributes to the conceptualisation of resilience, thereby providing practical insights for both linguistic research and pedagogical interventions. The groundwork is laid by exploring literature focused on the connection between language and motivation, the impact of motivational language on learning outcomes, the role of language in developing resilience, defining resilience in personal development and learning contexts, and examining its significance in academic settings. The case study, centred on a survey focused on defining the concept of resilience, serves as a tool for the linguistic interpretation of survey results. The study identifies language units related to factors influencing resilience, both internal (such as mindset and self-talk) and external (including community support systems and the environment). The paper synthesises key linguistic findings derived from motivation-related language to enhance teaching practices, emphasising the practical implications for educators and learners. This exploration contributes to the evolving landscape of psycholinguistic research, enriching our understanding of the concept of resilience and its implications.
References
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