Cultivating motivation is crucial to a language learner's success - and therefore crucial for the language teacher and researcher to understand. This fully revised edition of a groundbreaking work reflects the dramatic changes the field of motivation research has undergone in recent years, including the impact of language globalisation and various dynamic and relational research methodologies, and offers ways in which this research can be put to practical use in the classroom and in research. Key new features and material: A brand new chapter on current socio-dynamic and complex systems…mehr
Cultivating motivation is crucial to a language learner's success - and therefore crucial for the language teacher and researcher to understand. This fully revised edition of a groundbreaking work reflects the dramatic changes the field of motivation research has undergone in recent years, including the impact of language globalisation and various dynamic and relational research methodologies, and offers ways in which this research can be put to practical use in the classroom and in research. Key new features and material: A brand new chapter on current socio-dynamic and complex systems perspectives New approaches to motivating students based on the L2 Motivational Self System Illustrative summaries of qualitative and mixed methods studies Samples of new self-related motivation measures Providing a clear and comprehensive theory-driven account of motivation, Teaching and Researching Motivation examines how theoretical insights can be used in everyday teaching practice, and offers practical tips. The final section provides a range of useful resources, including relevant websites, key reference works and tried and tested example questionnaires. Written in an accessible style and illustrated with concrete examples, it is an invaluable resource for teachers and researchers alike.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Zoltán Dörnyei is Professor of Psycholinguistics in the School of English Studies, University of Nottingham. He is author of a number of books including Research Methods in Applied Linguistics and The Psychology of Second Language Acquisition. He has also co-edited Motivation, Language Identity and the L2 Self with Ema Ushioda. Ema Ushioda is an Associate Professor in ELT and Applied Linguistics at the Centre for Applied Linguistics, University of Warwick. Her publications include Learner Autonomy 5: The Role of Motivation and Learner Autonomy in the Foreign Language Classroom: Teacher, Learner, Curriculum and Assessment (with David Little and Jennifer Ridley).
Inhaltsangabe
General Editors' Preface Acknowledgements Introduction to the Second Edition Section I: What is motivation? 1 Exploring motivation: Changing perspectives 1.1 The complexity of motivation 1.2 The challenge of reduction versus comprehensiveness 1.3 Moving beyond linear models of motivation 2 Theories of motivation in psychology 2.1 Key cognitive theories and constructs of motivation 2.2 Motivation and context 3 Motivation to learn a foreign/second language: a historical overview 3.1 The social psychological period 3.2 The cognitive-situated period 3.3 The process-oriented period 3.4 From process-oriented to socio-dynamic perspectives 4 Motivation to learn another language: current socio-dynamic perspectives 4.1 A person-in-context relational view of motivation 4.2 The L2 Motivational Self System 4.3 Motivation from a complex dynamic systems perspective Section II: Motivation and language teaching 5 Motivation in practice: strategies and approaches 5.1 From theory and research to classroom practice 5.2 A framework for motivational strategies 5.3 Generating and sustaining a vision for language learning 5.4 Developing a motivation-sensitive teaching approach 6 Motivation in context: demotivating influences 6.1 'Demotivation' versus 'motivation' 6.2 Research on demotivation in instructional communication studies 6.3 Findings in L2 motivation research 6.4 Critical factors in the broader sociocultural context 6.5 Concluding remarks on demotivation 7 Teacher motivation 7.1 Conceptualising the 'motivation to teach' 7.2 The motivation of L2 teachers 7.3 The relationship between teacher motivation and student motivation Section III: Researching motivation 8 Making motivation a researchable concept 8.1 Inherent problems in motivation research 8.2 Deciding on the particular aspect of motivation to focus on 8.3 Selecting the criterion/dependent variable 8.4 Selecting the method of inquiry 9 Main types and methods of motivation research 9.1 Focus on groups of learners: Quantitative studies 9.2 Focus on individual learners: Qualitative studies 9.3 Mixing methodologies 9.4 Adopting a complex dynamic systems approach Section IV: Resources and further information 10 The locus of motivation research: Linkages to other topics and disciplines 10.1 Language-learning motivation and related disciplines in the social sciences 10.2 The place of motivation research in applied linguistics 11 Sources and resources 11.1 Relevant journals and magazines 11.2 Databases, citation indexes, Internet resources and discussion groups 11.3 Sample tests and measurement instruments References Author index Subject index
General Editors' Preface Acknowledgements Introduction to the Second Edition Section I: What is motivation? 1 Exploring motivation: Changing perspectives 1.1 The complexity of motivation 1.2 The challenge of reduction versus comprehensiveness 1.3 Moving beyond linear models of motivation 2 Theories of motivation in psychology 2.1 Key cognitive theories and constructs of motivation 2.2 Motivation and context 3 Motivation to learn a foreign/second language: a historical overview 3.1 The social psychological period 3.2 The cognitive-situated period 3.3 The process-oriented period 3.4 From process-oriented to socio-dynamic perspectives 4 Motivation to learn another language: current socio-dynamic perspectives 4.1 A person-in-context relational view of motivation 4.2 The L2 Motivational Self System 4.3 Motivation from a complex dynamic systems perspective Section II: Motivation and language teaching 5 Motivation in practice: strategies and approaches 5.1 From theory and research to classroom practice 5.2 A framework for motivational strategies 5.3 Generating and sustaining a vision for language learning 5.4 Developing a motivation-sensitive teaching approach 6 Motivation in context: demotivating influences 6.1 'Demotivation' versus 'motivation' 6.2 Research on demotivation in instructional communication studies 6.3 Findings in L2 motivation research 6.4 Critical factors in the broader sociocultural context 6.5 Concluding remarks on demotivation 7 Teacher motivation 7.1 Conceptualising the 'motivation to teach' 7.2 The motivation of L2 teachers 7.3 The relationship between teacher motivation and student motivation Section III: Researching motivation 8 Making motivation a researchable concept 8.1 Inherent problems in motivation research 8.2 Deciding on the particular aspect of motivation to focus on 8.3 Selecting the criterion/dependent variable 8.4 Selecting the method of inquiry 9 Main types and methods of motivation research 9.1 Focus on groups of learners: Quantitative studies 9.2 Focus on individual learners: Qualitative studies 9.3 Mixing methodologies 9.4 Adopting a complex dynamic systems approach Section IV: Resources and further information 10 The locus of motivation research: Linkages to other topics and disciplines 10.1 Language-learning motivation and related disciplines in the social sciences 10.2 The place of motivation research in applied linguistics 11 Sources and resources 11.1 Relevant journals and magazines 11.2 Databases, citation indexes, Internet resources and discussion groups 11.3 Sample tests and measurement instruments References Author index Subject index
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