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430015204 03 01 01 JB John Benjamins Publishing Company 01 JB code LL&LT 40 Eb 15 9789027269751 06 10.1075/lllt.40 13 2014019015 DG 002 02 01 LL&LT 02 1569-9471 Language Learning & Language Teaching 40 <TitleType>01</TitleType> <TitleText textformat="02">Motivation and Foreign Language Learning</TitleText> <Subtitle textformat="02">From theory to practice</Subtitle> 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 JB Subject Scheme 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 09 01 https://benjamins.com/covers/475/lllt.40.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027213228.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027213228.tif 06 09 01 https://benjamins.com/covers/1200_front/lllt.40.hb.png 07 09 01 https://benjamins.com/covers/125/lllt.40.png 25 09 01 https://benjamins.com/covers/1200_back/lllt.40.hb.png 27 09 01 https://benjamins.com/covers/3d_web/lllt.40.hb.png 10 01 JB code lllt.40.001int 1 5 5 Article 1 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">PART I. Theoretical and practical insights into motivation</TitleText> 10 01 JB code lllt.40.01dor 9 29 21 Article 3 <TitleType>01</TitleType> <TitleText textformat="02">Directed motivational current</TitleText> <Subtitle textformat="02">Energising language learning through creating intense motivational pathways</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Motivation, autonomy and metacognition</TitleText> <Subtitle textformat="02">Exploring their interactions</Subtitle> 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&#8217;s learning &#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Motivating teachers and learners as researchers</TitleText> 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 &#8216;successful&#8217; 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 &#8216;owned&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">Motivating language teachers</TitleText> <Subtitle textformat="02">Inspiring vision</Subtitle> 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&#8217; conceptual change has suggested that transforming language classrooms into engaging learning environments begins with teachers&#8217; vision (Kubanyiova 2012). This chapter considers the significance of this finding through the lens of practical proposals for motivating language teachers&#8217; 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&#8217; possible selves and outlines three key processes involved in inspiring language teachers&#8217; vision: the teachers&#8217; reflection on the who (i.e. the person doing the teaching), engagement with the why (i.e. the bigger purposes guiding language teachers&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">Part II. Studies on motivation in foreign language classrooms</TitleText> 10 01 JB code lllt.40.05hen 93 116 24 Article 8 <TitleType>01</TitleType> <TitleText textformat="02">Swedish students&#8217; beliefs about learning English in and outside of school</TitleText> 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&#8217; 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&#8217; beliefs about the primacy of learning English in natural environments can have negative effects on learning behaviours in formal settings (e.g. Mercer &#38; Ryan 2010), and how learners&#8217; 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&#8217; responses to classroom learning. 10 01 JB code lllt.40.06doi 117 138 22 Article 9 <TitleType>01</TitleType> <TitleText textformat="02">Giving voice to the students</TitleText> <Subtitle textformat="02">What (de)motivates them in CLIL classes?</Subtitle> 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&#8217; answers allows us to end up with a set of recommendations which may help CLIL teachers to boost their students&#8217; motivation. 10 01 JB code lllt.40.07lor 139 155 17 Article 10 <TitleType>01</TitleType> <TitleText textformat="02">Motivation meets bilingual models</TitleText> <Subtitle textformat="02">Goal-oriented behavior in the CLIL classroom</Subtitle> 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&#8217; response to CLIL are more positive and engaging than in EFL. This chapter explores the reasons why CLIL mobilizes students&#8217; attitudes, goals and responses &#8211; as an ultimate evidence of motivated behavior &#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Visible learning and visible motivation</TitleText> <Subtitle textformat="02">Exploring challenging goals and feedback in language education</Subtitle> 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&#8217; perspective and tries to illustrate how motivational theories can help language teachers working in higher education to gain deeper insights into students&#8217; 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&#8217; 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&#8217; motivation and to identify possible motivational trouble zones. 10 01 JB code lllt.40.s3 Section header 12 <TitleType>01</TitleType> <TitleText textformat="02">Epilogue</TitleText> 10 01 JB code lllt.40.09doi 177 183 7 Article 13 <TitleType>01</TitleType> <TitleText textformat="02">Motivation</TitleText> <Subtitle textformat="02">Making connections between theory and practice</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Name index</TitleText> 10 01 JB code lllt.40.11ind 189 190 2 Miscellaneous 15 <TitleType>01</TitleType> <TitleText textformat="02">Subject index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20140731 2014 John Benjamins B.V. 02 WORLD 13 15 9789027213228 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 21 01 06 Institutional price 00 95.00 EUR R 01 05 Consumer price 00 33.00 EUR R 01 06 Institutional price 00 80.00 GBP Z 01 05 Consumer price 00 28.00 GBP Z 01 06 Institutional price inst 00 143.00 USD S 01 05 Consumer price cons 00 49.95 USD S 601015203 03 01 01 JB John Benjamins Publishing Company 01 JB code LL&LT 40 Hb 15 9789027213228 13 2014019015 BB 01 LL&LT 02 1569-9471 Language Learning & Language Teaching 40 <TitleType>01</TitleType> <TitleText textformat="02">Motivation and Foreign Language Learning</TitleText> <Subtitle textformat="02">From theory to practice</Subtitle> 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 JB Subject Scheme 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 09 01 https://benjamins.com/covers/475/lllt.40.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027213228.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027213228.tif 06 09 01 https://benjamins.com/covers/1200_front/lllt.40.hb.png 07 09 01 https://benjamins.com/covers/125/lllt.40.png 25 09 01 https://benjamins.com/covers/1200_back/lllt.40.hb.png 27 09 01 https://benjamins.com/covers/3d_web/lllt.40.hb.png 10 01 JB code lllt.40.001int 1 5 5 Article 1 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">PART I. Theoretical and practical insights into motivation</TitleText> 10 01 JB code lllt.40.01dor 9 29 21 Article 3 <TitleType>01</TitleType> <TitleText textformat="02">Directed motivational current</TitleText> <Subtitle textformat="02">Energising language learning through creating intense motivational pathways</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Motivation, autonomy and metacognition</TitleText> <Subtitle textformat="02">Exploring their interactions</Subtitle> 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&#8217;s learning &#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Motivating teachers and learners as researchers</TitleText> 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 &#8216;successful&#8217; 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 &#8216;owned&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">Motivating language teachers</TitleText> <Subtitle textformat="02">Inspiring vision</Subtitle> 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&#8217; conceptual change has suggested that transforming language classrooms into engaging learning environments begins with teachers&#8217; vision (Kubanyiova 2012). This chapter considers the significance of this finding through the lens of practical proposals for motivating language teachers&#8217; 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&#8217; possible selves and outlines three key processes involved in inspiring language teachers&#8217; vision: the teachers&#8217; reflection on the who (i.e. the person doing the teaching), engagement with the why (i.e. the bigger purposes guiding language teachers&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">Part II. Studies on motivation in foreign language classrooms</TitleText> 10 01 JB code lllt.40.05hen 93 116 24 Article 8 <TitleType>01</TitleType> <TitleText textformat="02">Swedish students&#8217; beliefs about learning English in and outside of school</TitleText> 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&#8217; 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&#8217; beliefs about the primacy of learning English in natural environments can have negative effects on learning behaviours in formal settings (e.g. Mercer &#38; Ryan 2010), and how learners&#8217; 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&#8217; responses to classroom learning. 10 01 JB code lllt.40.06doi 117 138 22 Article 9 <TitleType>01</TitleType> <TitleText textformat="02">Giving voice to the students</TitleText> <Subtitle textformat="02">What (de)motivates them in CLIL classes?</Subtitle> 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&#8217; answers allows us to end up with a set of recommendations which may help CLIL teachers to boost their students&#8217; motivation. 10 01 JB code lllt.40.07lor 139 155 17 Article 10 <TitleType>01</TitleType> <TitleText textformat="02">Motivation meets bilingual models</TitleText> <Subtitle textformat="02">Goal-oriented behavior in the CLIL classroom</Subtitle> 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&#8217; response to CLIL are more positive and engaging than in EFL. This chapter explores the reasons why CLIL mobilizes students&#8217; attitudes, goals and responses &#8211; as an ultimate evidence of motivated behavior &#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Visible learning and visible motivation</TitleText> <Subtitle textformat="02">Exploring challenging goals and feedback in language education</Subtitle> 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&#8217; perspective and tries to illustrate how motivational theories can help language teachers working in higher education to gain deeper insights into students&#8217; 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&#8217; 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&#8217; motivation and to identify possible motivational trouble zones. 10 01 JB code lllt.40.s3 Section header 12 <TitleType>01</TitleType> <TitleText textformat="02">Epilogue</TitleText> 10 01 JB code lllt.40.09doi 177 183 7 Article 13 <TitleType>01</TitleType> <TitleText textformat="02">Motivation</TitleText> <Subtitle textformat="02">Making connections between theory and practice</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Name index</TitleText> 10 01 JB code lllt.40.11ind 189 190 2 Miscellaneous 15 <TitleType>01</TitleType> <TitleText textformat="02">Subject index</TitleText> 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 01 https://benjamins.com 01 WORLD US CA MX 21 26 22 01 02 JB 1 00 95.00 EUR R 02 02 JB 1 00 100.70 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 22 02 02 JB 1 00 80.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 22 01 gen 02 JB 1 00 143.00 USD 949015205 03 01 01 JB John Benjamins Publishing Company 01 JB code LL&LT 40 Pb 15 9789027213235 13 2014019015 BC 01 LL&LT 02 1569-9471 Language Learning & Language Teaching 40 <TitleType>01</TitleType> <TitleText textformat="02">Motivation and Foreign Language Learning</TitleText> <Subtitle textformat="02">From theory to practice</Subtitle> 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 JB Subject Scheme 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 09 01 https://benjamins.com/covers/475/lllt.40.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027213228.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027213228.tif 06 09 01 https://benjamins.com/covers/1200_front/lllt.40.pb.png 07 09 01 https://benjamins.com/covers/125/lllt.40.png 25 09 01 https://benjamins.com/covers/1200_back/lllt.40.pb.png 27 09 01 https://benjamins.com/covers/3d_web/lllt.40.pb.png 10 01 JB code lllt.40.001int 1 5 5 Article 1 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">PART I. Theoretical and practical insights into motivation</TitleText> 10 01 JB code lllt.40.01dor 9 29 21 Article 3 <TitleType>01</TitleType> <TitleText textformat="02">Directed motivational current</TitleText> <Subtitle textformat="02">Energising language learning through creating intense motivational pathways</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Motivation, autonomy and metacognition</TitleText> <Subtitle textformat="02">Exploring their interactions</Subtitle> 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&#8217;s learning &#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Motivating teachers and learners as researchers</TitleText> 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 &#8216;successful&#8217; 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 &#8216;owned&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">Motivating language teachers</TitleText> <Subtitle textformat="02">Inspiring vision</Subtitle> 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&#8217; conceptual change has suggested that transforming language classrooms into engaging learning environments begins with teachers&#8217; vision (Kubanyiova 2012). This chapter considers the significance of this finding through the lens of practical proposals for motivating language teachers&#8217; 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&#8217; possible selves and outlines three key processes involved in inspiring language teachers&#8217; vision: the teachers&#8217; reflection on the who (i.e. the person doing the teaching), engagement with the why (i.e. the bigger purposes guiding language teachers&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">Part II. Studies on motivation in foreign language classrooms</TitleText> 10 01 JB code lllt.40.05hen 93 116 24 Article 8 <TitleType>01</TitleType> <TitleText textformat="02">Swedish students&#8217; beliefs about learning English in and outside of school</TitleText> 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&#8217; 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&#8217; beliefs about the primacy of learning English in natural environments can have negative effects on learning behaviours in formal settings (e.g. Mercer &#38; Ryan 2010), and how learners&#8217; 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&#8217; responses to classroom learning. 10 01 JB code lllt.40.06doi 117 138 22 Article 9 <TitleType>01</TitleType> <TitleText textformat="02">Giving voice to the students</TitleText> <Subtitle textformat="02">What (de)motivates them in CLIL classes?</Subtitle> 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&#8217; answers allows us to end up with a set of recommendations which may help CLIL teachers to boost their students&#8217; motivation. 10 01 JB code lllt.40.07lor 139 155 17 Article 10 <TitleType>01</TitleType> <TitleText textformat="02">Motivation meets bilingual models</TitleText> <Subtitle textformat="02">Goal-oriented behavior in the CLIL classroom</Subtitle> 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&#8217; response to CLIL are more positive and engaging than in EFL. This chapter explores the reasons why CLIL mobilizes students&#8217; attitudes, goals and responses &#8211; as an ultimate evidence of motivated behavior &#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Visible learning and visible motivation</TitleText> <Subtitle textformat="02">Exploring challenging goals and feedback in language education</Subtitle> 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&#8217; perspective and tries to illustrate how motivational theories can help language teachers working in higher education to gain deeper insights into students&#8217; 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&#8217; 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&#8217; motivation and to identify possible motivational trouble zones. 10 01 JB code lllt.40.s3 Section header 12 <TitleType>01</TitleType> <TitleText textformat="02">Epilogue</TitleText> 10 01 JB code lllt.40.09doi 177 183 7 Article 13 <TitleType>01</TitleType> <TitleText textformat="02">Motivation</TitleText> <Subtitle textformat="02">Making connections between theory and practice</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Name index</TitleText> 10 01 JB code lllt.40.11ind 189 190 2 Miscellaneous 15 <TitleType>01</TitleType> <TitleText textformat="02">Subject index</TitleText> 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 21 10 26 01 02 JB 1 00 33.00 EUR R 02 02 JB 1 00 34.98 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 26 02 02 JB 1 00 28.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 3 26 01 gen 02 JB 1 00 49.95 USD