Motivation and Foreign Language Learning

From theory to practice

Editors
| University of the Basque Country UPV/EHU
| University of the Basque Country UPV/EHU
| University of the Basque Country UPV/EHU
HardboundAvailable
ISBN 9789027213228 | EUR 95.00 | USD 143.00
 
PaperbackAvailable
ISBN 9789027213235 | EUR 33.00 | USD 49.95
 
e-Book
ISBN 9789027269751 | EUR 95.00/33.00*
| USD 143.00/49.95*
 
Motivation is a key aspect of second language learning. There is no doubt that abstract models are basic to gain theoretical insights into motivation; however, teachers and researchers demand comprehensible explanations for motivation that can help them to improve their everyday teaching and research. The aim of this book is to provide both theoretical insights and practical suggestions to improve motivation in the classroom. With this in mind, the book is divided into two sections: the first part includes innovative ideas regarding language learning motivation, whereas the second is focused on the relationship between different approaches to foreign language learning – such as EFL (English as a foreign language), CLIL (Content and Language Integrated Learning) or immersion – and motivation. Both sections have an emphasis on pedagogical implications that are rooted in both theoretical and empirical work.
[Language Learning & Language Teaching, 40]  2014.  viii, 190 pp.
Publishing status: Available
Table of Contents
Introduction
David Lasagabaster, Aintzane Doiz and Juan Manuel Sierra
1–5
PART I. Theoretical and practical insights into motivation
Directed motivational current: Energising language learning through creating intense motivational pathways
Zoltán Dörnyei, Christine Muir and Zana Ibrahim
9–29
Motivation, autonomy and metacognition: Exploring their interactions
Ema Ushioda
31–49
Motivating teachers and learners as researchers
Do Coyle
51–69
Motivating language teachers: Inspiring vision
Maggie Kubanyiova
71–89
Part II. Studies on motivation in foreign language classrooms
Swedish students’ beliefs about learning English in and outside of school
Alastair Henry
93–116
Giving voice to the students: What (de)motivates them in CLIL classes?
Aintzane Doiz, David Lasagabaster and Juan Manuel Sierra
117–138
Motivation meets bilingual models: Goal-oriented behavior in the CLIL classroom
Francisco Lorenzo
139–155
Visible learning and visible motivation: Exploring challenging goals and feedback in language education
Vera Busse
157–174
Epilogue
Motivation: Making connections between theory and practice
Aintzane Doiz, David Lasagabaster and Juan Manuel Sierra
177–183
Name index
185–188
Subject index
189–190
“This is more than only another volume offering new perspectives on well-established theoretical paradigms of language learning motivation. The editors have acknowledged the fact that the practice of language learning and teaching requires specific decisions mediated by individual contexts. The result is a book which makes explicit links between the worlds of research and practice in the shape of innovative ideas and practical suggestions. Highly recommended for practitioners, teacher educators and researchers who like to reflect on what their work is about.”
“While much has been written on motivation in language learning, this volume makes a very useful contribution in that it brings together many different threads which can provide support for the learning/teaching process. Information from theory and research is present but also many pedagogical applications are given with suggestions for strategies to be used in the classroom. There is a focus on short term and long term aspects of motivation, on motivation in EFL contexts as well as in CLIL classrooms and, significantly, on both student and teacher motivation. The chapters in this book lead to a greater awareness of the importance of motivation and of ways to develop and sustain it.”
“Taken together, the chapters in this book will serve as a valuable resource for seasoned and novice scholars, teachers, and students who are interested in the connections—both theoretical and practical—between motivation and FL learning. Making these connections is the central purpose, and perhaps the strongest contribution, of this volume, a point that is further strengthened by the editors’ final discussion of practical paths for extending FL learning motivation research and positively influencing motivation in pedagogical practice (Epilogue). Another strength of this work is the inclusion of classroom-based studies from which language teachers can adopt methods for assessing the relationship between motivation and FL learning and teaching in their own classrooms. As such, this volume has the potential to encourage reflection and promote action research that may improve motivation in the FL classroom. Furthermore, it encourages us to consider more seriously the role of motivation in FL learning and teaching not only as it relates to future goals (i.e., in the long term) but also as it relates to goals in the here-and-now (i.e., in the short term).”
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Cited by other publications

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2020. Motivating self and others through a whole-school storytelling project: authentic language & literacy development. EuroAmerican Journal of Applied Linguistics and Languages 7:1  pp. 124 ff. Crossref logo
Gulbinskienė, Dalia & Tatjana Dubovičienė
2015. Language Learning Motivation of EFL Students at LEU. Žmogus ir žodis 17:3  pp. 137 ff. Crossref logo
Lasagabaster, David
2016. The relationship between motivation, gender, L1 and possible selves in English-medium instruction. International Journal of Multilingualism 13:3  pp. 315 ff. Crossref logo
Perez, Maria Del Mar Sanchez & Alicia Galera Masegosa
2020.  In Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning [Advances in Educational Technologies and Instructional Design, ],  pp. 248 ff. Crossref logo
Serafini, Ellen J.
2020. Further situating learner possible selves in context: A proposal to replicate Henry and Cliffordson (2013) and Lasagabaster (2016). Language Teaching 53:2  pp. 215 ff. Crossref logo
Sidorenko, T. V., S. V. Rybushkina & Ya. V. Rosanova
2018. CLIL PRACTICES IN TOMSK POLYTECHNIC UNIVERSITY: SUCCESSES AND FAILURES. The Education and science journal 20:8  pp. 164 ff. Crossref logo
Ushioda, Ema
2019.  In The Encyclopedia of Applied Linguistics,  pp. 1 ff. Crossref logo
USHIODA, EMA & ZOLTÁN DÖRNYEI
2017. Beyond Global English: Motivation to Learn Languages in a Multicultural World: Introduction to the Special Issue. The Modern Language Journal 101:3  pp. 451 ff. Crossref logo
Wu, Wen-Chi Vivian, Jie Chi Yang, Jun Scott Chen Hsieh & Tosh Yamamoto
2020. Free from demotivation in EFL writing: the use of online flipped writing instruction. Computer Assisted Language Learning 33:4  pp. 353 ff. Crossref logo

This list is based on CrossRef data as of 26 june 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General
U.S. Library of Congress Control Number:  2014019015