Motivation in Language Learning
This chapter provides an overview of theory and research in the area of language learning motivation. Theorizing into motivation has changed dramatically over the past three decades. The chapter provides a historical review of the development of theorizin
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Abstract This chapter provides an overview of theory and research in the area of language learning motivation. Theorizing into motivation has changed dramatically over the past three decades. The chapter provides a historical review of the development of theorizing in motivation from Gardner’s socio-educational model to Dörnyei’s process model. The chapter provides a picture of current thinking and research in the area of motivation. It considers motivation and its relation to selfbeliefs and affect. In particular there is a focus on the situated nature of L2 motivation and the role of classrooms and teachers in motivating L2 learners. The chapter focuses on English, as this is a universally taught language and a lingua franca in many communicative situations in the world. Because of this, many of the traditional tenets of L2 motivation are not relevant. The conceptual development of L2 motivation has been matched by a methodological change that reflects an epistemological shift in the area. The chapter will address how qualitative longitudinal research is making a contribution to this area. Keywords L2 motivation • Motivating L2 learners • Research methodology • L2 motivation • Affect • Motivational strategies • Socio-dynamic motivation
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Introduction
This chapter follows on from the last chapter in addressing second language (L2) learning motivation. Wilkinson’s chapter discusses the relationship between autonomy and L2 motivation of university level language learners. This chapter introduces the new section with an overview of theorizing and research in L2 motivation. The chapter starts with a historical overview of theorizing in L2 motivation. Then it discusses current theorizing and research. This includes a discussion on the methodological shift that has occurred in L2 motivation research. The chapter is
L. Woodrow (*) Faculty of Education and Social Work, University of Sydney, Sydney, NSW 2006, Australia e-mail: [email protected] © Springer International Publishing Switzerland 2017 R. Breeze, C. Sancho Guinda (eds.), Essential Competencies for English-medium University Teaching, Educational Linguistics 27, DOI 10.1007/978-3-319-40956-6_16
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followed by four chapters about research in the area: Fukada et al. consider L2 as a Complex Adaptive System reflecting past, present and future perceptions of the target language; Paran et al. examine the effect of different supervisory alternatives in distance Master’s courses; Jernigan focuses on contextual aspects of motivation, looking in depth at the importance of authenticity; and finally, Weinberg investigates the role of technology in L2 motivation. Research into language learning motivation has been around for a long time, predating second language acquisition research. However, until recently L2 theorising has tended to generate its own theoretical bases, which differ from mainstream motivational research. This is probably because of the perception that language learning is a unique phenomenon. As is evident from the previous di
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