One of the most active areas in the field of second language acquisition, language learning motivation is a burgeoning area of research. Yet the plethora of new ideas and research directions can be confusing for newcomers to the discipline to navigate. Offering concise, bite-size overviews of key contemporary research concepts and directions, this book provides an invaluable guide to the contemporary state of the field. Making the discussion of key topics accessible to a wider audience, each chapter is written by a leading expert and reflects on cutting-edge research issues. From…mehr
One of the most active areas in the field of second language acquisition, language learning motivation is a burgeoning area of research. Yet the plethora of new ideas and research directions can be confusing for newcomers to the discipline to navigate. Offering concise, bite-size overviews of key contemporary research concepts and directions, this book provides an invaluable guide to the contemporary state of the field. Making the discussion of key topics accessible to a wider audience, each chapter is written by a leading expert and reflects on cutting-edge research issues. From well-established concepts, such as engagement and learning goals, to emerging ideas, including contagion and plurilingualism, this book provides easy to understand overviews and analysis of key contemporary themes. Helping readers understand a field which can appear highly technical and overwhelming, Researching Language Learning Motivation provides valuable insights, perspectives and practical applications.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Ali H. Al-Hoorie teaches at the Jubail English Language and Preparatory Year Institute, Royal Commission for Jubail and Yanbu, Saudi Arabia. Fruzsina Szabó is Lecturer in the Institute of English and American Studies at the University of Debrecen, Hungary.
Inhaltsangabe
List of Figures List of Tables Notes on Contributors Foreword Rebecca Oxford (University of Maryland USA) Introduction Ali H. Al-Hoorie (Royal Commission for Jubail and Yanbu Saudi Arabia) and Fruzsina Szabó (University of Debrecen Hungary) Part I: General Reflections 1. Motivating in the Language Classroom: A Discourse of 'Social Control'? Ema Ushioda (University of Warwick UK) 2. Motivation Mediation and the Individual: A Sociocultural Theory Perspective Matthew E. Poehner (The Pennsylvania State University USA) 3. Too Much Psychology?: The Role of the Social in Language Learning Motivation Ofelia García (City University of New York USA) Part II: Engagement and Self-Regulation 4. Engagement: The Active Ingredient in Language Learning Sarah Mercer (University of Graz Austria) 5. Engaging the Learner: Linking Motivational Practice to Learners' Development Phil Hiver (Florida State University USA) 6. Learning Goals Self-regulation and L2 Motivation Alastair Henry (University West Sweden) 7. Self-Determination and Engagement in Language Learning: A Dialogic Process W. L. Quint Oga-Baldwin and Emiko Hirosawa (Waseda University Japan) Part III: Selves Approaches 8. Using the Self as a Basis for a Motivation System: Has It Been Worth the Trouble? Peter D. MacIntyre (Cape Breton University Canada) 9. The L2 Motivational Self System: Using the Selves in the Classroom Mostafa Papi (Florida State University USA) 10. Language Learning in Rural America: Creating an Ideal Self with Limited Resources Amy S. Thompson (West Virginia University USA) 11. Using Technology to Harness the Power of L2 Possible Selves Flor-de-lis Gonzalez (University of Northampton UK) Part IV: Emotions and Affect 12. Emotion in Second Language Acquisition: Reflections on Its Brith and Unexpected Growth Jean-Marc Dewaele (Birkbeck University of London UK) 13. Enhancing Emotional Engagement in Speaking Tasks: A Cognitive-Behavioural Theory ApproachApproach Kate Maher and Jim King (University of Leicester UK) 14. Emotional Contagion: Optimizing Language Teacher-Learner Synergy Tammy Gregersen (American University of Sharjah UAE) and Ahmed Abdulteef Al Khateeb (King Faisal University Saudi Arabia) 15. Group-DMCs and Group-Level Emotion in the L2 Classroom Christine Muir (University of Nottingham UK) Part V: Emerging Topics 16. Complexity Theory: From Metaphors to Methods Ali H. Al-Hoorie (Royal Commission for Jubail and Yanbu Saudi Arabia) and Phil Hiver (Florida State University USA) 17. "OH HI. HELLO": Critical Discourse Analysis as a Means of Understanding Desire for English Martin Lamb (University of Leeds UK) 18. Migration Plurilingualism and Motivation: Extending the Research Agenda Vera Busse (Universitat Koblenz Germany) 19. English as a Lingua Franca and Student Motivation Zana Ibrahim (University of Kurdistan Hewler Iraq) 20. Using NeuroELT Maxims to Raise Student Motivation Robert S. Murphy (University of Kitakyushu Japan) 21. How Good Class Group Dynamics Socializes Well-Being into Cultures Biologies and Brains Yoshifumi Fukada (Meisei University Japan) Tim Murphey (Kanda University Japan) Tetsuya Fukuda (International Christian University Japan) and Joseph Falout (Nihon University Japan) Afterword Lourdes Ortega (Georgetown University USA) References Index
List of Figures List of Tables Notes on Contributors Foreword Rebecca Oxford (University of Maryland USA) Introduction Ali H. Al-Hoorie (Royal Commission for Jubail and Yanbu Saudi Arabia) and Fruzsina Szabó (University of Debrecen Hungary) Part I: General Reflections 1. Motivating in the Language Classroom: A Discourse of 'Social Control'? Ema Ushioda (University of Warwick UK) 2. Motivation Mediation and the Individual: A Sociocultural Theory Perspective Matthew E. Poehner (The Pennsylvania State University USA) 3. Too Much Psychology?: The Role of the Social in Language Learning Motivation Ofelia García (City University of New York USA) Part II: Engagement and Self-Regulation 4. Engagement: The Active Ingredient in Language Learning Sarah Mercer (University of Graz Austria) 5. Engaging the Learner: Linking Motivational Practice to Learners' Development Phil Hiver (Florida State University USA) 6. Learning Goals Self-regulation and L2 Motivation Alastair Henry (University West Sweden) 7. Self-Determination and Engagement in Language Learning: A Dialogic Process W. L. Quint Oga-Baldwin and Emiko Hirosawa (Waseda University Japan) Part III: Selves Approaches 8. Using the Self as a Basis for a Motivation System: Has It Been Worth the Trouble? Peter D. MacIntyre (Cape Breton University Canada) 9. The L2 Motivational Self System: Using the Selves in the Classroom Mostafa Papi (Florida State University USA) 10. Language Learning in Rural America: Creating an Ideal Self with Limited Resources Amy S. Thompson (West Virginia University USA) 11. Using Technology to Harness the Power of L2 Possible Selves Flor-de-lis Gonzalez (University of Northampton UK) Part IV: Emotions and Affect 12. Emotion in Second Language Acquisition: Reflections on Its Brith and Unexpected Growth Jean-Marc Dewaele (Birkbeck University of London UK) 13. Enhancing Emotional Engagement in Speaking Tasks: A Cognitive-Behavioural Theory ApproachApproach Kate Maher and Jim King (University of Leicester UK) 14. Emotional Contagion: Optimizing Language Teacher-Learner Synergy Tammy Gregersen (American University of Sharjah UAE) and Ahmed Abdulteef Al Khateeb (King Faisal University Saudi Arabia) 15. Group-DMCs and Group-Level Emotion in the L2 Classroom Christine Muir (University of Nottingham UK) Part V: Emerging Topics 16. Complexity Theory: From Metaphors to Methods Ali H. Al-Hoorie (Royal Commission for Jubail and Yanbu Saudi Arabia) and Phil Hiver (Florida State University USA) 17. "OH HI. HELLO": Critical Discourse Analysis as a Means of Understanding Desire for English Martin Lamb (University of Leeds UK) 18. Migration Plurilingualism and Motivation: Extending the Research Agenda Vera Busse (Universitat Koblenz Germany) 19. English as a Lingua Franca and Student Motivation Zana Ibrahim (University of Kurdistan Hewler Iraq) 20. Using NeuroELT Maxims to Raise Student Motivation Robert S. Murphy (University of Kitakyushu Japan) 21. How Good Class Group Dynamics Socializes Well-Being into Cultures Biologies and Brains Yoshifumi Fukada (Meisei University Japan) Tim Murphey (Kanda University Japan) Tetsuya Fukuda (International Christian University Japan) and Joseph Falout (Nihon University Japan) Afterword Lourdes Ortega (Georgetown University USA) References Index
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