The Palgrave handbook of motivation for language learning
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Cham, Switzerland Palgrave Macmillan, imprint ... published by ... Springer Nature Switzerland AG
2019
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| adam_text | Contents 1 Introduction 1 Martin Lamb, Kata Csizér, Alastair Henry, and Stephen Ryan A Handbook Of Motivation For Language Learning Part I: Theoretical Approaches to L2 Motivation Part II: L2 Motivation in Practice Part III: Contexts of L2 Motivation Part IV: Shifting Horizons in L2 Motivation References Part I 2 Theoretical Approaches to L2 Motivation The Socio-educational Model of Second Language Acquisition 1 2 4 6 9 10 12 15 19 21 Robert C. Gardner The Attitude Motivation Test Battery The Socio-educational Model of Second Language Acquisition Representative Research on the Socio-educational Model The Research Paradigm, Statistical and Methodological Issues The Socio-educational Model Applied to English as a Global Language Summary and Conclusions References 23 25 26 28 30 34 35 v
vi 3 4 5 Contents From Integrative Motivation to Directed Motivational Currents: The Evolution of the Understanding of L2 Motivation over Three Decades Zoltán Dörnyei Developmental Drive 1 : The Desire to Increase the Educational Relevance of L2 Motivation Research Developmental Drive 2: The Desire to Synchronise L2 Motivation Research with Advances in Educational and Motivational Psychology Developmental Drive 3: The Desire to View L2 Motivation from a Holistic and Dynamic Perspective Developmental Drive 4: The Desire to Understand Tong-Term Motivation and Sustained Motivated Behaviour Conclusion References The L2 Motivational Self System Kata Csizér The Emergence of the L2 Motivational Self System Model The Model Studies on the Various Components of the T2 Motivational Self System Motivation as Vision Contextual Issues Shaping the Components of L2MSS Global English, Multilingualism and Languages Other Than English (LOTEs) L2 Motivational Self System and Complex Dynamic Systems Theory (CDST) Criticism of the L2MSS Model Future Research Directions Concluding Remarks References Self-determination and Motivated Engagement in Language Learning Kimberly A. Noels, Nigel Mantou Lou, Dayuma I. Vargas Lascano, Kathryn E, Chaffee, AU Dineer, Ying Shan Doris Zhang and Xijia Zhang A Brief Review of Self-determination Theory 39 40 44 50 57 61 62 71 71 73 75 79 80 81 82 84 85 87 88 95 96
Contents 6 vii Modeling the Motivation Process Review of SDT-Informed Research on LL Future Directions for Research and Pedagogy Conclusion References 100 103 107 109 110 Complexity Theory and L2 Motivation 117 Phil Hiver and Mostafa Papi Conceptual Tools and Principles of Complexity What Does Complexity Theory Mean for L2 Motivation Research? Conclusion References 7 8 Directed Motivational Currents: Extending the Theory of L2 Vision Alastair Henry L2 Vision Motivation and Temporal Dimensions DMCs and Flow A Complex Motivational Superstructure Emergence and Demise An Effective Re-triggering Mechanism A Positive Emotional Climate: Eudaimonia and Self-authenticity Effortlessness and Effort Validity for the DMC Construct Group-Level DMCs: A Blueprint for Focused Interventions? Conclusion References Motivation and Individual Differences Stephen Ryan Individual Differences in Psychology Individual Differences in L2 Learning Challenges to the ID Paradigm Individual Differences and the Current Research Agenda Summary References 118 125 131 132 139 140 143 144 146 149 150 150 152 153 154 157 158 163 164 168 172 175 177 178
viii Contents 9 Emotions Are Motivating Peter D. MacIntyre, Jessica Ross, and Richard Clement Emotions in SLA Emotions That Motivate Language Learning Future Research on Emotion and Motivation in SLA Conclusion References 10 11 12 L2 Motivation and Willingness to Communicate Tomoko Yashima L2 WTC and the Pyramid Model Development of L2 WTC Research Relevance of L2 WTC to Asian EFL Contexts Pedagogical Implications of WTC Research Conclusion References The Contexts of SLA Motivation: Linking Ideologies to Situational Variations Odilia Yim, Richard Clément, and Peter D. MacIntyre What Is Context? What Is SLA Motivation? SLA as Contextualised Multilingual Communication Intergroup Context A Social Psychological Approach to Context Conclusion References L2 Motivation and Investment Ron Darvin Origins Theoretical Tools Review of Research Recent Theoretical Developments Research on the 2015 Model of Investment Investment vs Motivation Future Directions References 183 184 190 193 195 197 203 204 206 213 216 218 219 225 226 227 229 230 236 239 240 245 246 248 250 252 256 257 259 260
Contents Part II 13 Լ2 Motivation in Practice Task Motivation ix 265 267 Judit Kormos andJames Wilby 14 Theories and Concepts of Task Motivation in Educational Psychology Task Motivation Research in the Field of Second Language Acquisition Pedagogical Implications Directions for Future Research References 273 281 282 283 Motivational Teaching Strategies 287 268 Martin Lamb Dörnyei’s (2001) Taxonomy of Motivational Strategies What Strategies Do Teachers Favour? What Strategies Do Learners Favour? How Do Motivational Strategies Affect Learners’ Behaviour? Challenges in Researching MotS Dangers in Researching MotS Ways Forward for MotS Research Conclusion References 15 16 Motivational Group Dynamics in SLA;The Interpersonal Interaction Imperative Yoshifumi Fukada, Joseph Falout, Tetsuya Fukuda, and Tim Murphey A Brief History of Group Dynamics in SLA Group Dynamics and L2 Motivation Hurdles to Researching Group Dynamicsin SLA Conclusion References Motivation and Projects Christine Muir What Is a Project? A Brief Critique of Projects 288 290 292 293 295 297 299 301 302 307 307 309 313 321 321 327 327 329
x 17 Contents Projects in L2 Education Motivational Aspects of Projects Future Research Directions Conclusion References 331 332 338 340 340 Motivation in Content and Language Integrated Learning (CLIL) Research 347 David Lasagabaster 18 Motivation in CLIL Contexts: An Under-Researched Field Theoretical Frameworks Used in CLIL Research Studies on CLIL and Motivation Multilingualism in CLIL Contexts Discussion An Agenda for Future Research Pedagogical Implications References 348 349 350 355 357 358 360 362 The Process of Demotivation in Language Learning: An Integrative Account 367 Nick Thorner and Keitä Kikuchi 19 Research into Demotivation Demotivation as a Psychological Process Demotivation from Contemporary Research Perspectives Implications Conclusion References 368 374 377 380 383 383 Language Teacher Motivation Research: Its Ends, Means and Future Commitments 389 Magdalena Kubanyiova The Current Landscape of Teacher Motivation Research The Ends of Language Teacher Motivation Research The Means of Language Teacher Motivation Research: Theoretical Metaphors The Means of Language Teacher Research: A Practice-Oriented Epistemology Conclusion: Future Commitments of Language Teacher Motivation Research References 390 392 394 400 402 403
Contents Part III 20 21 22 23 Contexts of L2 Motivation EFL Learning Motivation in Korea: Historical Background and Current Situation Tae-Young Kim and Youngmi Kim Historical Considerations for English Learning Motivation in South Korea Changes in EFL Learning Motivation Across Educational Stages Summary and Future Directions References In the Shadow of Global English? Comparing Language Learner Motivation in Germany and the United Kingdom Ursula Lanvers and Gary Chambers Language Policy and Language Uptake Trends in Germany and the UK Motivation Studies in Germany and the UK Conclusion References Motivation for Learning Chinese in the Australian Context: A Research Focus on Tertiary Students Hui Ling Xu and Robyn Moloney Chinese Language Education Internationally A Brief Overview of CFL Research Motivation of Australian Undergraduate Learners of Chinese Discussion Conclusion References Motivation and Multilingualism in South Africa Susan Coetzee-Van Rooy Contemporary Global and South African Multilingualism Motivation and Multilingualism Motivation and Multilingualism in Urban South Africa: Two Empirical Projects Discussion Implications and Avenues for Future Research References xi 409 411 412 416 422 424 429 431 434 439 442 449 449 451 456 462 464 465 471 472 473 475 486 490 491
xii 24 25 Contents The Լ2 Motivation of Learners with Special Educational Needs Edit H. Kontra Learners with SEN in Foreign Language Classes: Who Are They? L2 Motivation in SEN Conclusion and Looking Forward References 497 498 508 509 Motivation of Young Learners of Foreign Languages 515 495 Jelena Mihaljević Djigunović and Marianne Nikolov YLs’ Motivation as a Specific Phenomenon Trends in Researching YLs’ Motivation A Framework for Researching YLs’ Motivation for FL Learning Conclusions References Part IV 26 Shifting Horizons in L2 Motivation Language Mindsets, Meaning-Making, and Motivation 516 518 525 530 530 535 537 Nigel Mantou Lou and Kimberly A. Noels 27 What Is Language Mindset? Language Mindsets and Motivation A Complex Dynamic Perspective on LMMS Research Agenda Conclusions References 538 543 548 549 553 555 Motivation and the Unconscious 561 Ali H. Al-Hoorie Background on Unconscious Attitudes Unconscious Attitudes in L2 Learning Conclusion Appendix: The Implicit Association Test References 562 565 570 571 573
Contents 28 29 xiii Motivation and Flow Katalin Piniei and Agnes Albert Definition of the Flow Concept and Description of Flow Components Flow and Motivation Research in Education Flow in Groups Flow Experiences in the Classroom Flow in Language Learning Broadening the Scope of Motivational Research in SLA Conclusion References 579 L2 Motivation and Digital Technologies 599 580 582 584 586 588 590 593 594 Alastair Henry and Martin Lamb Application of the SDT Framework An Interdisciplinary Perspective Conclusion References 30 31 Aligning Positive Psychology With Language Learning Motivation Tammy Gregersen Weaving PP Into Established SLA and L2 Motivation Research PP s Input on the “Why” Question of L2 Motivation: Initiating Action PP’s Input on the “How” Question of L2 Motivation: Sustaining the Drive Future Directions for PP in the Study and Practice of L2 Motivation Final Words References Motivation for Formal Learning of Multiple Languages 601 605 613 614 621 622 624 629 634 636 637 641 Amy S. Thompson Setting the Stage: Motivation for Formal Learning of Multiple Languages 643
xiv 32 Contents New Directions: PPLI and the Ideal Multilingual Self Directions for Future Research References 649 653 656 Researching L2 Motivation: Past, Present and Future Ema Ushioda Purpose and Scope L2 Motivation: Core Issues Shaping Research Inquiry The Quantitative Research Legacy The Paradigm Shift to Qualitative and Mixed Methods Research Researching L2 Motivation: Current Challenges Researching L2 Motivation: New Approaches and Innovations Concluding Thoughts on Research Approaches: Looking to the Future References 661 Index 661 662 663 666 670 672 675 677 683
This handbook offers an authoritative, one-stop reference work for the dynamic and expanding field of language teaming motivation. The 32 chapters have been specialty 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.
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| title | The Palgrave handbook of motivation for language learning |
| title_auth | The Palgrave handbook of motivation for language learning |
| title_exact_search | The Palgrave handbook of motivation for language learning |
| title_full | The Palgrave handbook of motivation for language learning Martin Lamb, Kata Csizér, Alastair Henry, Stephen Ryan, editors |
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