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E-grāmata: Teaching and Researching Motivation

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Cultivating motivation is crucial to a language learner's success and therefore crucial for the language teacher and researcher to understand. The third edition of Teaching and Researching Motivation reflects the dramatic changes in the field of motivation research. With an increased emphasis on dynamic perspectives on motivation and its relations with other individual, social and contextual factors, this book offers ways in which advances in the field can be put to practical use in the classroom and in research.

Key new features and material:





exploration of the motivation to learn languages other than English (LOTEs);

principles for designing L2 motivational studies; discussion of emerging areas of research, including unconscious motivation and language learning mindsets.

Providing a clear and comprehensive theory-driven account of motivation, Teaching and Researching Motivation examines how theoretical insights can be used in everyday teaching practice. The final section provides a range of useful resources, including relevant websites, key reference works and an online repository of tools and instruments for researching language learning motivation. Fully revised by pre-eminent researchers in this field, Zoltįn Dörnyei and Ema Ushioda, this is an invaluable resource for teachers and researchers alike.
Series Editor Preface viii
Introduction to the Third Edition x
PART I What is Motivation?
1(108)
1 Exploring Motivation: Changing Perspectives
3(12)
1.1 The Complexity of Motivation
3(7)
1.2 Understanding L2 Motivation in a Changing, Multifaceted World
10(1)
1.3 The Motivation to Learn Global English Versus Other Languages
11(1)
References
12(3)
2 Theories of Motivation in Psychology
15(24)
2.1 Key Cognitive Theories of Motivation
15(13)
2.2 Motivation and its Sociocultural Context
28(7)
References
35(4)
3 Motivation to Learn a Foreign/Second Language: A Historical Overview
39(37)
3.1 The Social Psychological Beginnings
40(4)
3.2 Accounting for Cognitive Theories and the Classroom Reality
44(7)
3.3 Focus on Time, Context and Vision
51(16)
References
67(9)
4 Current Approaches in Theorising L2 Motivation
76(33)
4.1 Motivational Dynamics
77(4)
4.2 Motivational Currents and Long-Term Motivation
81(6)
4.3 Unconscious Motivation
87(2)
4.4 Motivation, Multilingualism and Languages Other than English (LOTEs)
89(4)
4.5 Other Recent Theoretical Initiatives
93(4)
4.6 "Small Lens" Approach and Student Engagement
97(4)
Note
101(1)
References
101(8)
PART II Motivation and Language Teaching
109(66)
5 Motivation in Practice: Strategies and Approaches
111(27)
5.1 From Theory and Research to Classroom Practice
111(3)
5.2 A Framework for Motivational Strategies
114(9)
5.3 Promoting Motivational Self-Regulation and Learner Autonomy
123(2)
5.4 Generating and Sustaining a Vision for L2 Learning
125(2)
5.5 Engaging L2 Learners
127(2)
5.6 Frameworks for Directed Motivational Currents
129(2)
5.7 The Motivational Capacity of Technology
131(1)
5.8 Researching Motivational Strategies
132(2)
References
134(4)
6 Motivation in Context: Demotivating Influences
138(14)
6.1 "Demotivation" Versus "Motivation"
139(2)
6.2 Research Findings on L2 Demotivation
141(3)
6.3 The Relevance of Fixed and Growth Mindsets
144(2)
6.4 Critical Factors in the Broader Sociocultural Context
146(3)
References
149(3)
7 Teacher Motivation
152(23)
7.1 Conceptualising the "Motivation to Teach"
153(4)
7.2 The Motivation of L2 Teachers
157(6)
7.3 Teacher Motivation and Student Motivation: Exploring Their Interplay
163(6)
References
169(6)
PART III Researching Motivation
175(70)
8 Making Motivation a Researchable Concept
177(20)
8.1 Inherent Challenges of Motivation Research
178(1)
8.2 Linear Cause--Effect Relationships Versus Dynamic Interdependence
179(3)
8.3 Group-Versus Individual-Level Measurement
182(2)
8.4 Context-Sensitive Approaches to Understanding Motivation
184(1)
8.5 Principles of Designing L2 Motivation Studies
185(6)
8.6 Motivation Research and Impact on Society
191(1)
8.7 How to Make Motivation Research Fruitful
192(2)
References
194(3)
9 Main Types and Methods of Motivation Research
197(48)
9.1 Quantitative Motivation Studies
197(16)
9.2 Qualitative Motivation Studies
213(10)
9.3 Mixing Methodologies
223(4)
9.4 New Directions in L2 Motivation Research
227(12)
References
239(6)
PART IV Resources and Further Information
245(26)
10 The Locus of Motivation Research: Linkages to Other Topics and Disciplines
247(12)
10.1 L2 Motivation and Related Disciplines in the Social Sciences
248(4)
10.2 The Challenge of Relating L2 Motivation to Applied Linguistics and SLA
252(1)
10.3 Defining Target Aspects of L2 Communication
253(1)
References
254(5)
11 Sources and Resources
259(12)
11.1 Relevant Journals and Edited Collections
259(2)
11.2 Databases, Citation Indexes, Internet Resources and Discussion Groups
261(3)
11.3 Who's Who in L2 Motivation Research?
264(3)
11.4 Locating Motivation Measures and Instruments
267(2)
References
269(2)
Author Index 271(9)
Subject Index 280
Zoltįn Dörnyei is Professor of Psycholinguistics at the School of English, University of Nottingham. He has published extensively on various aspects of language learner characteristics and second language acquisition, and he is the (co-)author of over 100 academic papers and 25 books.

Ema Ushioda is Professor and Head of Applied Linguistics at the University of Warwick. Her main research interests are language learning motivation and learner autonomy, promoting qualitative approaches in particular, and she has published widely in these areas.
Biežāk uzdotie jautājumi par e-grāmatām Biežāk uzdotie jautājumi par e-grāmatām
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