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E-grāmata: Palgrave Handbook of Motivation for Language Learning

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  • Formāts: EPUB+DRM
  • Izdošanas datums: 11-Jan-2020
  • Izdevniecība: Springer Nature Switzerland AG
  • Valoda: eng
  • ISBN-13: 9783030283803
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Palgrave Handbook of Motivation for Language LearningPalielināt
  • Formāts: EPUB+DRM
  • Izdošanas datums: 11-Jan-2020
  • Izdevniecība: Springer Nature Switzerland AG
  • Valoda: eng
  • ISBN-13: 9783030283803
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This handbook offers an authoritative, one-stop reference work for the dynamic and expanding field of language learning motivation. The 32 chapters have been specially commissioned from the field’s most influential researchers and writers. Together they present a compelling picture of the motivations people have for learning languages, the diverse ways we can research motivation, and the implications for promoting and sustaining learners’ motivation. The first section outlines the main theoretical approaches to language learning motivation; the next section presents ways in which motivation theory has been applied in practice; the third section showcases examples of motivation research in particular contexts and with particular types of language learners; and the final section describes the exciting directions that contemporary research is taking, promising important new insights for academics and practitioners alike. 


Recenzijas

The combination of theory and practice in this volume contributes to expanding its readership. Experts as well as novice researchers of L2 motivation will benefit from this arrangement, as the former have a deep understanding of L2 motivation but can learn about new areas, and the latter can attain insight on the topic. As a comprehensive and practical conclusion of current L2 motivation research, this volume will guide researchers to further probe into L2 motivation. (Lixiang Gao & Honggang Liu, Revista Espańola de Lingüķstica Aplicada, Vol. 34 (2), 2021)

1 Introduction
1(18)
Martin Lamb
Kata Csizer
Alastair Horry
Stephen Ryan
A Handbook
1(1)
Of Motivation
2(2)
For Language Learning
4(2)
Part I Theoretical Approaches to L2 Motivation
6(3)
Part II L2 Motivation in Practice
9(1)
Part III Contexts of L2 Motivation
10(2)
Part IV Shifting Horizons in L2 Motivation
12(3)
References
15(4)
Part I Theoretical Approaches to L2 Motivation
19(246)
2 The Socio-educational Model of Second Language Acquisition
21(18)
Robert C. Gardner
The Attitude Motivation Test Battery
23(2)
The Socio-educational Model of Second Language Acquisition
25(1)
Representative Research on the Socio-educational Model
26(2)
The Research Paradigm, Statistical and Methodological Issues
28(2)
The Socio-educational Model Applied to English as a Global Language
30(4)
Summary and Conclusions
34(1)
References
35(4)
3 From Integrative Motivation to Directed Motivational Currents: The Evolution of the Understanding of L2 Motivation over Three Decades
39(32)
Zoltan Dornyei
Developmental Drive 1 The Desire to Increase the Educational Relevance of L2 Motivation Research
40(4)
Developmental Drive 2 The Desire to Synchronise L2 Motivation Research with Advances in Educational and Motivational Psychology
44(6)
Developmental Drive 3 The Desire to View L2 Motivation from a Holistic and Dynamic Perspective
50(7)
Developmental Drive 4 The Desire to Understand Long-Term Motivation and Sustained Motivated Behaviour
57(4)
Conclusion
61(1)
References
62(9)
4 The L2 Motivational Self System
71(24)
Kata Csizer
The Emergence of the L2 Motivational Self System Model
71(2)
The Model
73(2)
Studies on the Various Components of the L2 Motivational Self System
75(4)
Motivation as Vision
79(1)
Contextual Issues Shaping the Components of L2 MSS
80(1)
Global English, Multilingualism and Languages Other Than English (LOTEs)
81(1)
L2 Motivational Self System and Complex Dynamic Systems Theory (CDST)
82(2)
Criticism of the L2 MSS Model
84(1)
Future Research Directions
85(2)
Concluding Remarks
87(1)
References
88(7)
5 Self-determination and Motivated Engagement in Language Learning
95(22)
Kimberly A. Noels
Nigel Mantou Lou
Dayuma
I. Vargas Lascano
Kathryn E. Chaffee
Ali Dincer
Ying Shan Doris Zhang
Xijia Zhang
A Brief Review of Self-determination Theory
96(4)
Modeling the Motivation Process
100(3)
Review of SDT-Informed Research on LL
103(4)
Future Directions for Research and Pedagogy
107(2)
Conclusion
109(1)
References
110(7)
6 Complexity Theory and L2 Motivation
117(22)
Phil Hiver
Mostafa Papi
Conceptual Tools and Principles of Complexity
118(7)
What Does Complexity Theory Mean for L2 Motivation Research?
125(6)
Conclusion
131(1)
References
132(7)
7 Directed Motivational Currents: Extending the Theory of L2 Vision
139(24)
Alastair Henry
L2 Vision
140(3)
Motivation and Temporal Dimensions
143(1)
DMCs and Plow
144(2)
A Complex Motivational Superstructure
146(3)
Emergence and Demise
149(1)
An Effective Re-triggering Mechanism
150(1)
A Positive Emotional Climate: Eudaimonia and Self-authenticity
150(2)
Effortlessness and Effort
152(1)
Validity for the DMC Construct
153(1)
Group-Level DMCs: A Blueprint for hocused Interventions?
154(3)
Conclusion
157(1)
References
158(5)
8 Motivation and Individual Differences
163(20)
Stephen Ryan
Individual Differences in Psychology
164(4)
Individual Differences in L2 Learning
168(4)
Challenges to the ID Paradigm
172(3)
Individual Differences and the Current Research Agenda
175(2)
Summary
177(1)
References
178(5)
9 Emotions Are Motivating
183(20)
Peter D. MacIntyre
Jessica Ross
Richard Clement
Emotions in SLA
184(6)
Emotions That Motivate Language Learning
190(3)
Future Research on Emotion and Motivation in SLA
193(2)
Conclusion
195(2)
References
197(6)
10 L2 Motivation and Willingness to Communicate
203(22)
Tomoko Yashima
L2 WTC and the Pyramid Model
204(2)
Development of L2 WTC Research
206(7)
Relevance of L2 WTC to Asian EFL Contexts
213(3)
Pedagogical Implications of WTC Research
216(2)
Conclusion
218(1)
References
219(6)
11 The Contexts of SLA Motivation: Linking Ideologies to Situational Variations
225(20)
Odilia Yim
Richard Clement
Peter D. MacIntyre
What Is Context?
226(1)
What Is SLA Motivation?
227(2)
SLA as Contextualised Multilingual Communication
229(1)
Intergroup Context
230(6)
A Social Psychological Approach to Context
236(3)
Conclusion
239(1)
References
240(5)
12 L2 Motivation and Investment
245(20)
Ron Darvin
Origins
246(2)
Theoretical Tools
248(2)
Review of Research
250(2)
Recent Theoretical Developments
252(4)
Research on the 2015 Model of Investment
256(1)
Investment vs Motivation
257(2)
Future Directions
259(1)
References
260(5)
Part II L2 Motivation in Practice
265(144)
13 Task Motivation
267(20)
Judit Kormos
James Wilby
Theories and Concepts of 1 ask Motivation in Educational Psychology
268(5)
Task Motivation Research in the Field of Second Language Acquisition
273(8)
Pedagogical Implications
281(1)
Directions for Future Research
282(1)
References
283(4)
14 Motivational Teaching Strategies
287(20)
Martin Lamb
Dornyei's (2001) Taxonomy of Motivational Strategies
288(2)
What Strategies Do Teachers Favour?
290(2)
What Strategies Do Learners Favour?
292(1)
How Do Motivational Strategies Affect Learners' Behaviour?
293(2)
Challenges in Researching MotS
295(2)
Dangers in Researching MotS
297(2)
Ways Forward for MotS Research
299(2)
Conclusion
301(1)
References
302(5)
15 Motivational Group Dynamics in SLA: The Interpersonal Interaction Imperative
307(20)
Yoshifumi Fukada
Joseph Falout
Tetsuya Fukuda
Tim Murphey
A Brief History of Group Dynamics in SLA
307(2)
Group Dynamics and L2 Motivation
309(4)
Hurdles to Researching Group Dynamics in SLA
313(8)
Conclusion
321(1)
References
321(6)
16 Motivation and Projects
327(20)
Christine Muir
What Is a Project?
327(2)
A Brief Critique of Projects
329(2)
Projects in L2 Education
331(1)
Motivational Aspects of Projects
332(6)
Future Research Directions
338(2)
Conclusion
340(1)
References
340(7)
17 Motivation in Content and Language Integrated Learning (CLIL) Research
347(20)
David Lasagabaster
Motivation in CLIL Contexts: An Under-Researched Field
348(1)
Theoretical Frameworks Used in CLIL Research
349(1)
Studies on CLIL and Motivation
350(5)
Multilineualism in CLIL Contexts
355(2)
Discussion
357(1)
An Agenda for Future Research
358(2)
Pedagogical Implications
360(2)
References
362(5)
18 The Process of Demotivation in Language Learning: An Integrative Account
367(22)
Nick Thorner
Keita Kikuchi
Research into Demotivation
368(6)
Demotivation as a Psychological Process
374(3)
Demotivation from Contemporary Research Perspectives
377(3)
Implications
380(3)
Conclusion
383(1)
References
383(6)
19 Language Teacher Motivation Research: Its Ends, Means and Future Commitments
389(20)
Magdalena Kubanyiova
The Current Landscape of Teacher Motivation Research
390(2)
The Ends of Language Teacher Motivation Research
392(2)
The Means of Language Teacher Motivation Research: Theoretical Metaphors
394(6)
The Means of Language Teacher Research: A Practice-Oriented Epistemology
400(2)
Conclusion: Future Commitments of Language Teacher Motivation Research
402(1)
References
403(6)
Part III Contexts of L2 Motivation
409(126)
20 EFL Learning Motivation in Korea: Historical Background and Current Situation 41
1(428)
Tae-Young Kim
Youngmi Kim
Historical Considerations for English Learning Motivation in South Korea
412(4)
Changes in EFL Learning Motivation Across Educational Stages
416(6)
Summary and Future Directions
422(2)
References
424(5)
21 In the Shadow of Global English? Comparing Language Learner Motivation in Germany and the United Kingdom
429(20)
Ursula Lanvers
Gary Chambers
Language Policy and Language Uptake Trends in Germany and the UK
431(3)
Motivation Studies in Germany and the UK
434(5)
Conclusion
439(3)
References
442(7)
22 Motivation for Learning Chinese in the Australian Context: A Research Focus on Tertiary Students
449(22)
Hui Ling Xu
Robyn Moloney
Chinese Language Education Internationally
449(2)
A Brief Overview of CFL Research
451(5)
Motivation of Australian Undergraduate Learners of Chinese
456(6)
Discussion
462(2)
Conclusion
464(1)
References
465(6)
23 Motivation and Multilingualism in South Africa
471(24)
Susan Coetzee-Van Rooy
Contemporary Global and South African Multilingualism
472(1)
Motivation and Multilingualism
473(2)
Motivation and Multilingualism in Urban South Africa: Two Empirical Projects
475(11)
Discussion
486(4)
Implications and Avenues for Future Research
490(1)
References
491(4)
24 The L2 Motivation of Learners with Special Educational Needs
495(20)
Edit H. Kontra
Learners with SEN in Foreign Language Classes: Who Arc They?
497(1)
L2 Motivation in SEN
498(10)
Conclusion and Looking Forward
508(1)
References
509(6)
25 Motivation of Young Learners of Foreign Languages
515(20)
Jelena Mihaljevic Djigunovic
Marianne Nikolov
YLs' Motivation as a Specific Phenomenon
516(2)
Trends in Researching YLs' Motivation
518(7)
A Framework for Researching YLs' Motivation for FL Learning
525(5)
Conclusions
530(1)
References
530(5)
Part IV Shifting Horizons in L2 Motivation
535(148)
26 Language Mindsets, Meaning-Making, and Motivation
537(24)
Nigel Mantou Lou
Kimberly A. Noels
What Is Language Mindset?
538(5)
Language Mindsets and Motivation
543(5)
A Complex Dynamic Perspective on LMMS
548(1)
Research Agenda
549(4)
Conclusions
553(2)
References
555(6)
27 Motivation and the Unconscious
561(18)
Ali H. Al-Hoorie
Background on Unconscious Attitudes
562(3)
Unconscious Attitudes in L2 Learning
565(5)
Conclusion
570(1)
Appendix: The Implict Association Test
571(2)
References
573(6)
28 Motivation and Flow
579(20)
Katalin Piniel
Aojies Albert
Definition of the Mow Concept and Description of Flow Components
580(2)
Flow and Motivation Research in Education
582(2)
Flow in Groups
584(2)
Flow Experiences in the Classroom
586(2)
Flow in Language Learning
588(2)
Broadening the Scope of Motivational Research in SLA
590(3)
Conclusion
593(1)
References
594(5)
29 L2 Motivation and Digital Technologies
599(22)
Alastair Henry arid Martin Lamb
Application of the SDT Framework
601(4)
An Interdisciplinary Perspective
605(8)
Conclusion
613(1)
References
614(7)
30 Aligning Positive Psychology With Language Learning Motivation
621(20)
Tammy Gregersen
Weaving PP Into Established SLA and L2 Motivation Research
622(2)
PP's Input on the "Why" Question of L2 Motivation: Initiating Action
624(5)
PP's Input on the "How" Question of L2 Motivation: Sustaining the Drive
629(5)
Future Directions for PP in the Study and Practice of L2 Motivation
634(2)
Final Words
636(1)
References
637(4)
31 Motivation for Formal Learning of Multiple Languages
641(2)
Amy S. Thompson
Setting the Stage: Motivation for Formal Learning of Multiple Languages
643(6)
New Directions: PPLI and the Ideal Multilingual Self
649(4)
Directions for Future Research
653(3)
References
656(5)
32 Researching L2 Motivation: Past, Present and Future
661(1)
Ema Ushioda
Purpose and Scope
661(1)
L2 Motivation: Core Issues Shaping Research Inquiry
662(1)
The Quantitative Research Legacy
663(3)
The Paradigm Shift to Qualitative and Mixed Methods Research
666(4)
Researching L2 Motivation: Current Challenges
670(2)
Researching L2 Motivation: New Approaches and Innovations
672(3)
Concluding Thoughts on Research Approaches: Looking to the Future
675(2)
References
677(6)
Index 683
Martin Lamb is Senior Lecturer in TESOL at the University of Leeds, UK. He previously worked as a language teacher and trainer in Sweden, Indonesia, Saudi Arabia and Bulgaria. His main research interest is in language learner motivation and how it interacts with features of context like teaching in school. 





 





Kata Csizér is Associate Professor and Chair of the Department of English and Applied Linguistics at Eötvös University, Hungary. Her main field of research interest is the social psychological aspects of L2 learning and teaching, as well as second and foreign language motivation. 





 





Alastair Henry is Professor of Language Education at University West, Sweden. His research involves the psychology of language learning and teaching. In addition to motivation, his work has focused on teacher identities and language choices in contexts of migration.





 





Stephen Ryan is Professor of Applied Linguistics in the School of Culture, Media and Society at Waseda University, Japan. His research covers various aspects of psychology in language learning, and he has several co-authored books in the field.  
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