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John Benjamins Publishing Company
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Motivation and Foreign Language Learning
From theory to practice
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lllt.40
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https://benjamins.com
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https://benjamins.com/catalog/lllt.40
1
B01
David Lasagabaster
Lasagabaster, David
David
Lasagabaster
University of the Basque Country UPV/EHU
2
B01
Aintzane Doiz
Doiz, Aintzane
Aintzane
Doiz
University of the Basque Country UPV/EHU
3
B01
Juan Manuel Sierra
Sierra, Juan Manuel
Juan Manuel
Sierra
University of the Basque Country UPV/EHU
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Language acquisition
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Language teaching
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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.
05
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.
Christiane Dalton-Puffer, University of Vienna
05
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).
Avizia Yim Long, Indiana University, in Studies in Second Language Acquisition 37(3): 1-2, 2014
05
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.
Jane Arnold, University of Seville
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David Lasagabaster
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David
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University of the Basque Country
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Aintzane Doiz
Doiz, Aintzane
Aintzane
Doiz
University of the Basque Country
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Juan Manuel Sierra
Sierra, Juan Manuel
Juan Manuel
Sierra
University of the Basque Country
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PART I. Theoretical and practical insights into motivation
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Directed motivational current
Energising language learning through creating intense motivational pathways
1
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Zoltán Dörnyei
Dörnyei, Zoltán
Zoltán
Dörnyei
University of Nottingham
2
A01
Christine Muir
Muir, Christine
Christine
Muir
University of Nottingham
3
A01
Zana Ibrahim
Ibrahim, Zana
Zana
Ibrahim
University of Nottingham
20
Directed Motivational Current
20
eudemonic well-being
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goal-setting
20
language learning motivation
20
vision
01
In this chapter, we introduce a novel psychological construct whose key aspects are well-established in major motivation theories. A Directed Motivational Current (DMC) is a conceptual framework which depicts unique periods of intensive motivational involvement both in pursuit of and fuelled by a highly valued goal/vision. The heightened motivational state of individuals or groups involved in a DMC is maintained through the deployment of a salient facilitative structure that includes reinforcing feedback loops, positive emotionality and the prospect of reaching a new level of operation. When applied in second language contexts, DMCs can energise language learners to perform beyond expectations and across several levels and timescales, including long-term engagements.
10
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49
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Article
4
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Motivation, autonomy and metacognition
Exploring their interactions
1
A01
Ema Ushioda
Ushioda, Ema
Ema
Ushioda
University of Warwick
20
autonomy
20
metacognition
20
motivational self-regulation
20
sociocultural theory
20
will and skill
01
From the perspective of sustaining long-term engagement in L2 learning, personal goals and targets are important in providing a motivational rationale. However, purposeful effortful striving may not be sufficient in itself to regulate motivation when the challenges derive from not knowing how to deal with problems and difficulties in one’s learning – that is, from lack of metacognitive know-how. In this chapter, I problematize this aspect of motivation in L2 learning and examine how processes of motivation may interact with the metacognitive dimension of language learning. Drawing on insights from the literature on autonomy and self-regulated learning, I consider how teachers may mediate the interaction between motivation and metacognition to help learners sustain their engagement in L2 learning.
10
01
JB code
lllt.40.03coy
51
69
19
Article
5
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Motivating teachers and learners as researchers
1
A01
Do Coyle
Coyle, Do
Do
Coyle
University of Aberdeen
20
CLIL
20
dialogic practices
20
learner-teacher research
20
strategic engagement
20
successful learning
01
This chapter explores how when learners as well as teachers are engaged in analysing their own classroom practices, the potential to sustain motivation is enhanced. Using an inclusive approach to creating shared understandings of ‘successful’ learning (the LOCIT process), learners and teachers research and reflect on their own teaching and learning in practical, co-constructed ways. This approach is built on the premise that classroom conditions are dynamic and that learning has to be ‘owned’ and understood by learners if progression and challenge are to impact on motivation. The chapter draws on studies in CLIL classrooms, where languages other than English are used as the medium for learning. However, the ideas and evidence presented could also be applied to language learning classrooms.
10
01
JB code
lllt.40.04kub
71
89
19
Article
6
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Motivating language teachers
Inspiring vision
1
A01
Maggie Kubanyiova
Kubanyiova, Maggie
Maggie
Kubanyiova
University of Birmingham
20
language teacher cognition
20
possible selves
20
teacher vision
01
Recent theorising in research on language teachers’ conceptual change has suggested that transforming language classrooms into engaging learning environments begins with teachers’ vision (Kubanyiova 2012). This chapter considers the significance of this finding through the lens of practical proposals for motivating language teachers’ deep reflection on their praxis. Situating the discussion in the wider domain of language teacher cognition research, this chapter adopts a theoretical framework of language teachers’ possible selves and outlines three key processes involved in inspiring language teachers’ vision: the teachers’ reflection on the who (i.e. the person doing the teaching), engagement with the why (i.e. the bigger purposes guiding language teachers’ work), and the construction of the image (i.e. a visual representation of desired teaching selves).
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Part II. Studies on motivation in foreign language classrooms
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116
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Article
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Swedish students’ beliefs about learning English in and outside of school
1
A01
Alastair Henry
Henry, Alastair
Alastair
Henry
University West, Sweden
20
beliefs
20
gender differences
20
informal learning
20
motivation
20
self-regulation
01
In Sweden students’ encounters with English in and out of school are very different. Spending around 20 hours per week in English-mediated environments outside of school, they are often engaged in richly meaningful activities. Consequently, many young people believe they learn as much of their English as a result of participation in English-mediated leisure time activities as they do from textbook-dominated classroom instruction. Drawing on emerging discussions on the ways in which learners’ beliefs about the primacy of learning English in natural environments can have negative effects on learning behaviours in formal settings (e.g. Mercer & Ryan 2010), and how learners’ beliefs about the causes of success in language learning can impact on motivation (e.g. Hsieh 2012), this chapter examines the ways in which such beliefs may impact on Swedish students’ responses to classroom learning.
10
01
JB code
lllt.40.06doi
117
138
22
Article
9
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Giving voice to the students
What (de)motivates them in CLIL classes?
1
A01
Aintzane Doiz
Doiz, Aintzane
Aintzane
Doiz
University of the Basque Country
2
A01
David Lasagabaster
Lasagabaster, David
David
Lasagabaster
University of the Basque Country
3
A01
Juan Manuel Sierra
Sierra, Juan Manuel
Juan Manuel
Sierra
University of the Basque Country
20
CLIL
20
methodological aspects
20
mixed-ability classes
20
secondary students’ reflections
01
As a result of the widespread implementation of the CLIL approach in the educational system across European countries, research on its effects has become a much debated topic. Yet there is a dearth of studies on the role of motivation in CLIL. Many studies on motivation have focused on why students are (de)motivated to learn. We will paid heed to what makes them feel (de)motivated. In our study students express their opinions about what they like most and least in their CLIL classes, and the advantages and disadvantages they associate with this curricular proposal. The analysis of 221 participants’ answers allows us to end up with a set of recommendations which may help CLIL teachers to boost their students’ motivation.
10
01
JB code
lllt.40.07lor
139
155
17
Article
10
01
Motivation meets bilingual models
Goal-oriented behavior in the CLIL classroom
1
A01
Francisco Lorenzo
Lorenzo, Francisco
Francisco
Lorenzo
Universidad Pablo de Olavide, Spain
20
CLIL
20
methodological aspects
20
mixed-ability classes
20
secondary students’ reflections
01
Content and Language Integrated Learning appeared in Europe as a long-awaited alternative to unsubstantiated foreign language approaches, which fell short of meeting the multilingual standards of a society marked by language diversity. Because of L2 content being programmed as content teaching rather than language teaching in CLIL and also because of the ensuing curriculum and method implications, students’ response to CLIL are more positive and engaging than in EFL. This chapter explores the reasons why CLIL mobilizes students’ attitudes, goals and responses – as an ultimate evidence of motivated behavior – and shows examples of CLIL material design that are explanatory of students being involved in a new language experience.
10
01
JB code
lllt.40.08bus
157
174
18
Article
11
01
Visible learning and visible motivation
Exploring challenging goals and feedback in language education
1
A01
Vera Busse
Busse, Vera
Vera
Busse
Carl von Ossietzky Universität, Germany
20
CLIL
20
feedback
20
goal-setting
20
motivation
20
task-challenge
01
The chapter approaches motivation from a practitioners’ perspective and tries to illustrate how motivational theories can help language teachers working in higher education to gain deeper insights into students’ learning behavior. Particular attention is paid to the importance of setting challenging short-term goals and providing ample opportunities for practice and feedback, in combination with nourishing long-term language goals in students’ ideal self-beliefs. The chapter points towards the potential of content and language integrated learning (CLIL) in this respect, cautioning, however, that feedback becomes even more important when such a challenging teaching approach is chosen. The chapter concludes by introducing a question cycle that encourages teachers to explore their students’ motivation and to identify possible motivational trouble zones.
10
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12
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Epilogue
10
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JB code
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177
183
7
Article
13
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Motivation
Making connections between theory and practice
1
A01
Aintzane Doiz
Doiz, Aintzane
Aintzane
Doiz
University of the Basque Country
2
A01
David Lasagabaster
Lasagabaster, David
David
Lasagabaster
University of the Basque Country
3
A01
Juan Manuel Sierra
Sierra, Juan Manuel
Juan Manuel
Sierra
University of the Basque Country
10
01
JB code
lllt.40.10ind
185
188
4
Miscellaneous
14
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Name index
10
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JB code
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189
190
2
Miscellaneous
15
01
Subject index
02
JBENJAMINS
John Benjamins Publishing Company
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John Benjamins Publishing Company
Amsterdam/Philadelphia
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20140731
2014
John Benjamins B.V.
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From theory to practice
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David Lasagabaster
Lasagabaster, David
David
Lasagabaster
University of the Basque Country UPV/EHU
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Aintzane Doiz
Doiz, Aintzane
Aintzane
Doiz
University of the Basque Country UPV/EHU
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Juan Manuel Sierra
Sierra, Juan Manuel
Juan Manuel
Sierra
University of the Basque Country UPV/EHU
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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.
05
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.
Christiane Dalton-Puffer, University of Vienna
05
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).
Avizia Yim Long, Indiana University, in Studies in Second Language Acquisition 37(3): 1-2, 2014
05
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.
Jane Arnold, University of Seville
04
09
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Introduction
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David Lasagabaster
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David
Lasagabaster
University of the Basque Country
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Aintzane Doiz
Doiz, Aintzane
Aintzane
Doiz
University of the Basque Country
3
A01
Juan Manuel Sierra
Sierra, Juan Manuel
Juan Manuel
Sierra
University of the Basque Country
10
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Section header
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PART I. Theoretical and practical insights into motivation
10
01
JB code
lllt.40.01dor
9
29
21
Article
3
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Directed motivational current
Energising language learning through creating intense motivational pathways
1
A01
Zoltán Dörnyei
Dörnyei, Zoltán
Zoltán
Dörnyei
University of Nottingham
2
A01
Christine Muir
Muir, Christine
Christine
Muir
University of Nottingham
3
A01
Zana Ibrahim
Ibrahim, Zana
Zana
Ibrahim
University of Nottingham
20
Directed Motivational Current
20
eudemonic well-being
20
goal-setting
20
language learning motivation
20
vision
01
In this chapter, we introduce a novel psychological construct whose key aspects are well-established in major motivation theories. A Directed Motivational Current (DMC) is a conceptual framework which depicts unique periods of intensive motivational involvement both in pursuit of and fuelled by a highly valued goal/vision. The heightened motivational state of individuals or groups involved in a DMC is maintained through the deployment of a salient facilitative structure that includes reinforcing feedback loops, positive emotionality and the prospect of reaching a new level of operation. When applied in second language contexts, DMCs can energise language learners to perform beyond expectations and across several levels and timescales, including long-term engagements.
10
01
JB code
lllt.40.02ush
31
49
19
Article
4
01
Motivation, autonomy and metacognition
Exploring their interactions
1
A01
Ema Ushioda
Ushioda, Ema
Ema
Ushioda
University of Warwick
20
autonomy
20
metacognition
20
motivational self-regulation
20
sociocultural theory
20
will and skill
01
From the perspective of sustaining long-term engagement in L2 learning, personal goals and targets are important in providing a motivational rationale. However, purposeful effortful striving may not be sufficient in itself to regulate motivation when the challenges derive from not knowing how to deal with problems and difficulties in one’s learning – that is, from lack of metacognitive know-how. In this chapter, I problematize this aspect of motivation in L2 learning and examine how processes of motivation may interact with the metacognitive dimension of language learning. Drawing on insights from the literature on autonomy and self-regulated learning, I consider how teachers may mediate the interaction between motivation and metacognition to help learners sustain their engagement in L2 learning.
10
01
JB code
lllt.40.03coy
51
69
19
Article
5
01
Motivating teachers and learners as researchers
1
A01
Do Coyle
Coyle, Do
Do
Coyle
University of Aberdeen
20
CLIL
20
dialogic practices
20
learner-teacher research
20
strategic engagement
20
successful learning
01
This chapter explores how when learners as well as teachers are engaged in analysing their own classroom practices, the potential to sustain motivation is enhanced. Using an inclusive approach to creating shared understandings of ‘successful’ learning (the LOCIT process), learners and teachers research and reflect on their own teaching and learning in practical, co-constructed ways. This approach is built on the premise that classroom conditions are dynamic and that learning has to be ‘owned’ and understood by learners if progression and challenge are to impact on motivation. The chapter draws on studies in CLIL classrooms, where languages other than English are used as the medium for learning. However, the ideas and evidence presented could also be applied to language learning classrooms.
10
01
JB code
lllt.40.04kub
71
89
19
Article
6
01
Motivating language teachers
Inspiring vision
1
A01
Maggie Kubanyiova
Kubanyiova, Maggie
Maggie
Kubanyiova
University of Birmingham
20
language teacher cognition
20
possible selves
20
teacher vision
01
Recent theorising in research on language teachers’ conceptual change has suggested that transforming language classrooms into engaging learning environments begins with teachers’ vision (Kubanyiova 2012). This chapter considers the significance of this finding through the lens of practical proposals for motivating language teachers’ deep reflection on their praxis. Situating the discussion in the wider domain of language teacher cognition research, this chapter adopts a theoretical framework of language teachers’ possible selves and outlines three key processes involved in inspiring language teachers’ vision: the teachers’ reflection on the who (i.e. the person doing the teaching), engagement with the why (i.e. the bigger purposes guiding language teachers’ work), and the construction of the image (i.e. a visual representation of desired teaching selves).
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Part II. Studies on motivation in foreign language classrooms
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93
116
24
Article
8
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Swedish students’ beliefs about learning English in and outside of school
1
A01
Alastair Henry
Henry, Alastair
Alastair
Henry
University West, Sweden
20
beliefs
20
gender differences
20
informal learning
20
motivation
20
self-regulation
01
In Sweden students’ encounters with English in and out of school are very different. Spending around 20 hours per week in English-mediated environments outside of school, they are often engaged in richly meaningful activities. Consequently, many young people believe they learn as much of their English as a result of participation in English-mediated leisure time activities as they do from textbook-dominated classroom instruction. Drawing on emerging discussions on the ways in which learners’ beliefs about the primacy of learning English in natural environments can have negative effects on learning behaviours in formal settings (e.g. Mercer & Ryan 2010), and how learners’ beliefs about the causes of success in language learning can impact on motivation (e.g. Hsieh 2012), this chapter examines the ways in which such beliefs may impact on Swedish students’ responses to classroom learning.
10
01
JB code
lllt.40.06doi
117
138
22
Article
9
01
Giving voice to the students
What (de)motivates them in CLIL classes?
1
A01
Aintzane Doiz
Doiz, Aintzane
Aintzane
Doiz
University of the Basque Country
2
A01
David Lasagabaster
Lasagabaster, David
David
Lasagabaster
University of the Basque Country
3
A01
Juan Manuel Sierra
Sierra, Juan Manuel
Juan Manuel
Sierra
University of the Basque Country
20
CLIL
20
methodological aspects
20
mixed-ability classes
20
secondary students’ reflections
01
As a result of the widespread implementation of the CLIL approach in the educational system across European countries, research on its effects has become a much debated topic. Yet there is a dearth of studies on the role of motivation in CLIL. Many studies on motivation have focused on why students are (de)motivated to learn. We will paid heed to what makes them feel (de)motivated. In our study students express their opinions about what they like most and least in their CLIL classes, and the advantages and disadvantages they associate with this curricular proposal. The analysis of 221 participants’ answers allows us to end up with a set of recommendations which may help CLIL teachers to boost their students’ motivation.
10
01
JB code
lllt.40.07lor
139
155
17
Article
10
01
Motivation meets bilingual models
Goal-oriented behavior in the CLIL classroom
1
A01
Francisco Lorenzo
Lorenzo, Francisco
Francisco
Lorenzo
Universidad Pablo de Olavide, Spain
20
CLIL
20
methodological aspects
20
mixed-ability classes
20
secondary students’ reflections
01
Content and Language Integrated Learning appeared in Europe as a long-awaited alternative to unsubstantiated foreign language approaches, which fell short of meeting the multilingual standards of a society marked by language diversity. Because of L2 content being programmed as content teaching rather than language teaching in CLIL and also because of the ensuing curriculum and method implications, students’ response to CLIL are more positive and engaging than in EFL. This chapter explores the reasons why CLIL mobilizes students’ attitudes, goals and responses – as an ultimate evidence of motivated behavior – and shows examples of CLIL material design that are explanatory of students being involved in a new language experience.
10
01
JB code
lllt.40.08bus
157
174
18
Article
11
01
Visible learning and visible motivation
Exploring challenging goals and feedback in language education
1
A01
Vera Busse
Busse, Vera
Vera
Busse
Carl von Ossietzky Universität, Germany
20
CLIL
20
feedback
20
goal-setting
20
motivation
20
task-challenge
01
The chapter approaches motivation from a practitioners’ perspective and tries to illustrate how motivational theories can help language teachers working in higher education to gain deeper insights into students’ learning behavior. Particular attention is paid to the importance of setting challenging short-term goals and providing ample opportunities for practice and feedback, in combination with nourishing long-term language goals in students’ ideal self-beliefs. The chapter points towards the potential of content and language integrated learning (CLIL) in this respect, cautioning, however, that feedback becomes even more important when such a challenging teaching approach is chosen. The chapter concludes by introducing a question cycle that encourages teachers to explore their students’ motivation and to identify possible motivational trouble zones.
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Epilogue
10
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JB code
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177
183
7
Article
13
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Motivation
Making connections between theory and practice
1
A01
Aintzane Doiz
Doiz, Aintzane
Aintzane
Doiz
University of the Basque Country
2
A01
David Lasagabaster
Lasagabaster, David
David
Lasagabaster
University of the Basque Country
3
A01
Juan Manuel Sierra
Sierra, Juan Manuel
Juan Manuel
Sierra
University of the Basque Country
10
01
JB code
lllt.40.10ind
185
188
4
Miscellaneous
14
01
Name index
10
01
JB code
lllt.40.11ind
189
190
2
Miscellaneous
15
01
Subject index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20140731
2014
John Benjamins B.V.
02
WORLD
08
480
gr
01
JB
1
John Benjamins Publishing Company
+31 20 6304747
+31 20 6739773
bookorder@benjamins.nl
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https://benjamins.com
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Language Learning & Language Teaching
40
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Motivation and Foreign Language Learning
From theory to practice
01
lllt.40
01
https://benjamins.com
02
https://benjamins.com/catalog/lllt.40
1
B01
David Lasagabaster
Lasagabaster, David
David
Lasagabaster
University of the Basque Country UPV/EHU
2
B01
Aintzane Doiz
Doiz, Aintzane
Aintzane
Doiz
University of the Basque Country UPV/EHU
3
B01
Juan Manuel Sierra
Sierra, Juan Manuel
Juan Manuel
Sierra
University of the Basque Country UPV/EHU
01
eng
198
viii
190
FOR000000
v.2006
CJA
2
24
JB Subject Scheme
LIN.APPL
Applied linguistics
24
JB Subject Scheme
LIN.LA
Language acquisition
24
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LIN.EDUC
Language teaching
06
01
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.
05
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.
Christiane Dalton-Puffer, University of Vienna
05
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).
Avizia Yim Long, Indiana University, in Studies in Second Language Acquisition 37(3): 1-2, 2014
05
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.
Jane Arnold, University of Seville
04
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JB code
lllt.40.001int
1
5
5
Article
1
01
Introduction
1
A01
David Lasagabaster
Lasagabaster, David
David
Lasagabaster
University of the Basque Country
2
A01
Aintzane Doiz
Doiz, Aintzane
Aintzane
Doiz
University of the Basque Country
3
A01
Juan Manuel Sierra
Sierra, Juan Manuel
Juan Manuel
Sierra
University of the Basque Country
10
01
JB code
lllt.40.s1
Section header
2
01
PART I. Theoretical and practical insights into motivation
10
01
JB code
lllt.40.01dor
9
29
21
Article
3
01
Directed motivational current
Energising language learning through creating intense motivational pathways
1
A01
Zoltán Dörnyei
Dörnyei, Zoltán
Zoltán
Dörnyei
University of Nottingham
2
A01
Christine Muir
Muir, Christine
Christine
Muir
University of Nottingham
3
A01
Zana Ibrahim
Ibrahim, Zana
Zana
Ibrahim
University of Nottingham
20
Directed Motivational Current
20
eudemonic well-being
20
goal-setting
20
language learning motivation
20
vision
01
In this chapter, we introduce a novel psychological construct whose key aspects are well-established in major motivation theories. A Directed Motivational Current (DMC) is a conceptual framework which depicts unique periods of intensive motivational involvement both in pursuit of and fuelled by a highly valued goal/vision. The heightened motivational state of individuals or groups involved in a DMC is maintained through the deployment of a salient facilitative structure that includes reinforcing feedback loops, positive emotionality and the prospect of reaching a new level of operation. When applied in second language contexts, DMCs can energise language learners to perform beyond expectations and across several levels and timescales, including long-term engagements.
10
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JB code
lllt.40.02ush
31
49
19
Article
4
01
Motivation, autonomy and metacognition
Exploring their interactions
1
A01
Ema Ushioda
Ushioda, Ema
Ema
Ushioda
University of Warwick
20
autonomy
20
metacognition
20
motivational self-regulation
20
sociocultural theory
20
will and skill
01
From the perspective of sustaining long-term engagement in L2 learning, personal goals and targets are important in providing a motivational rationale. However, purposeful effortful striving may not be sufficient in itself to regulate motivation when the challenges derive from not knowing how to deal with problems and difficulties in one’s learning – that is, from lack of metacognitive know-how. In this chapter, I problematize this aspect of motivation in L2 learning and examine how processes of motivation may interact with the metacognitive dimension of language learning. Drawing on insights from the literature on autonomy and self-regulated learning, I consider how teachers may mediate the interaction between motivation and metacognition to help learners sustain their engagement in L2 learning.
10
01
JB code
lllt.40.03coy
51
69
19
Article
5
01
Motivating teachers and learners as researchers
1
A01
Do Coyle
Coyle, Do
Do
Coyle
University of Aberdeen
20
CLIL
20
dialogic practices
20
learner-teacher research
20
strategic engagement
20
successful learning
01
This chapter explores how when learners as well as teachers are engaged in analysing their own classroom practices, the potential to sustain motivation is enhanced. Using an inclusive approach to creating shared understandings of ‘successful’ learning (the LOCIT process), learners and teachers research and reflect on their own teaching and learning in practical, co-constructed ways. This approach is built on the premise that classroom conditions are dynamic and that learning has to be ‘owned’ and understood by learners if progression and challenge are to impact on motivation. The chapter draws on studies in CLIL classrooms, where languages other than English are used as the medium for learning. However, the ideas and evidence presented could also be applied to language learning classrooms.
10
01
JB code
lllt.40.04kub
71
89
19
Article
6
01
Motivating language teachers
Inspiring vision
1
A01
Maggie Kubanyiova
Kubanyiova, Maggie
Maggie
Kubanyiova
University of Birmingham
20
language teacher cognition
20
possible selves
20
teacher vision
01
Recent theorising in research on language teachers’ conceptual change has suggested that transforming language classrooms into engaging learning environments begins with teachers’ vision (Kubanyiova 2012). This chapter considers the significance of this finding through the lens of practical proposals for motivating language teachers’ deep reflection on their praxis. Situating the discussion in the wider domain of language teacher cognition research, this chapter adopts a theoretical framework of language teachers’ possible selves and outlines three key processes involved in inspiring language teachers’ vision: the teachers’ reflection on the who (i.e. the person doing the teaching), engagement with the why (i.e. the bigger purposes guiding language teachers’ work), and the construction of the image (i.e. a visual representation of desired teaching selves).
10
01
JB code
lllt.40.s2
Section header
7
01
Part II. Studies on motivation in foreign language classrooms
10
01
JB code
lllt.40.05hen
93
116
24
Article
8
01
Swedish students’ beliefs about learning English in and outside of school
1
A01
Alastair Henry
Henry, Alastair
Alastair
Henry
University West, Sweden
20
beliefs
20
gender differences
20
informal learning
20
motivation
20
self-regulation
01
In Sweden students’ encounters with English in and out of school are very different. Spending around 20 hours per week in English-mediated environments outside of school, they are often engaged in richly meaningful activities. Consequently, many young people believe they learn as much of their English as a result of participation in English-mediated leisure time activities as they do from textbook-dominated classroom instruction. Drawing on emerging discussions on the ways in which learners’ beliefs about the primacy of learning English in natural environments can have negative effects on learning behaviours in formal settings (e.g. Mercer & Ryan 2010), and how learners’ beliefs about the causes of success in language learning can impact on motivation (e.g. Hsieh 2012), this chapter examines the ways in which such beliefs may impact on Swedish students’ responses to classroom learning.
10
01
JB code
lllt.40.06doi
117
138
22
Article
9
01
Giving voice to the students
What (de)motivates them in CLIL classes?
1
A01
Aintzane Doiz
Doiz, Aintzane
Aintzane
Doiz
University of the Basque Country
2
A01
David Lasagabaster
Lasagabaster, David
David
Lasagabaster
University of the Basque Country
3
A01
Juan Manuel Sierra
Sierra, Juan Manuel
Juan Manuel
Sierra
University of the Basque Country
20
CLIL
20
methodological aspects
20
mixed-ability classes
20
secondary students’ reflections
01
As a result of the widespread implementation of the CLIL approach in the educational system across European countries, research on its effects has become a much debated topic. Yet there is a dearth of studies on the role of motivation in CLIL. Many studies on motivation have focused on why students are (de)motivated to learn. We will paid heed to what makes them feel (de)motivated. In our study students express their opinions about what they like most and least in their CLIL classes, and the advantages and disadvantages they associate with this curricular proposal. The analysis of 221 participants’ answers allows us to end up with a set of recommendations which may help CLIL teachers to boost their students’ motivation.
10
01
JB code
lllt.40.07lor
139
155
17
Article
10
01
Motivation meets bilingual models
Goal-oriented behavior in the CLIL classroom
1
A01
Francisco Lorenzo
Lorenzo, Francisco
Francisco
Lorenzo
Universidad Pablo de Olavide, Spain
20
CLIL
20
methodological aspects
20
mixed-ability classes
20
secondary students’ reflections
01
Content and Language Integrated Learning appeared in Europe as a long-awaited alternative to unsubstantiated foreign language approaches, which fell short of meeting the multilingual standards of a society marked by language diversity. Because of L2 content being programmed as content teaching rather than language teaching in CLIL and also because of the ensuing curriculum and method implications, students’ response to CLIL are more positive and engaging than in EFL. This chapter explores the reasons why CLIL mobilizes students’ attitudes, goals and responses – as an ultimate evidence of motivated behavior – and shows examples of CLIL material design that are explanatory of students being involved in a new language experience.
10
01
JB code
lllt.40.08bus
157
174
18
Article
11
01
Visible learning and visible motivation
Exploring challenging goals and feedback in language education
1
A01
Vera Busse
Busse, Vera
Vera
Busse
Carl von Ossietzky Universität, Germany
20
CLIL
20
feedback
20
goal-setting
20
motivation
20
task-challenge
01
The chapter approaches motivation from a practitioners’ perspective and tries to illustrate how motivational theories can help language teachers working in higher education to gain deeper insights into students’ learning behavior. Particular attention is paid to the importance of setting challenging short-term goals and providing ample opportunities for practice and feedback, in combination with nourishing long-term language goals in students’ ideal self-beliefs. The chapter points towards the potential of content and language integrated learning (CLIL) in this respect, cautioning, however, that feedback becomes even more important when such a challenging teaching approach is chosen. The chapter concludes by introducing a question cycle that encourages teachers to explore their students’ motivation and to identify possible motivational trouble zones.
10
01
JB code
lllt.40.s3
Section header
12
01
Epilogue
10
01
JB code
lllt.40.09doi
177
183
7
Article
13
01
Motivation
Making connections between theory and practice
1
A01
Aintzane Doiz
Doiz, Aintzane
Aintzane
Doiz
University of the Basque Country
2
A01
David Lasagabaster
Lasagabaster, David
David
Lasagabaster
University of the Basque Country
3
A01
Juan Manuel Sierra
Sierra, Juan Manuel
Juan Manuel
Sierra
University of the Basque Country
10
01
JB code
lllt.40.10ind
185
188
4
Miscellaneous
14
01
Name index
10
01
JB code
lllt.40.11ind
189
190
2
Miscellaneous
15
01
Subject index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20140731
2014
John Benjamins B.V.
02
WORLD
08
365
gr
01
JB
1
John Benjamins Publishing Company
+31 20 6304747
+31 20 6739773
bookorder@benjamins.nl
01
https://benjamins.com
01
WORLD
US CA MX
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+44 1202 712 913
sales@bebc.co.uk
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28.00
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John Benjamins North America
+1 800 562-5666
+1 703 661-1501
benjamins@presswarehouse.com
01
https://benjamins.com
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US CA MX
21
3
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gen
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JB
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