The Palgrave Handbook of Motivation for Language Learning

The Palgrave Handbook of Motivation for Language Learning
	Contents
	List of Figures
	List of Tables
	Notes on Contributors
	1: Introduction
		A Handbook
		Of Motivation
		For Language Learning
		Part I: Theoretical Approaches to L2 Motivation
		Part II: L2 Motivation in Practice
		Part III: Contexts of L2 Motivation
		Part IV: Shifting Horizons in L2 Motivation
		References
	Part I: Theoretical Approaches to L2 Motivation
	2: The Socio-educational Model of Second Language Acquisition
		The Attitude Motivation Test Battery
		The Socio-educational Model of Second Language Acquisition
		Representative Research on the Socio-educational Model
		The Research Paradigm, Statistical and Methodological Issues
		The Socio-educational Model Applied to English as a Global Language
		Summary and Conclusions
		References
	3: From Integrative Motivation to Directed Motivational Currents: The Evolution of the Understanding of L2 Motivation over Three Decades
		Developmental Drive 1: The Desire to Increase the Educational Relevance of L2 Motivation Research
			Setting the Agenda by Crookes and Schmidt (1991) and the Modern Language Journal Debate (1994)
			Focus on Motivational Strategies and Demotivation
			Motivation and Group Dynamics
			Interim Summary: Ushioda’s Call for a ‘Small Lens’ Approach
		Developmental Drive 2: The Desire to Synchronise L2 Motivation Research with Advances in Educational and Motivational Psychology
			The Impact of Cognitive Theories
			Motivation and Neurobiology
			Motivation and the Sociocultural Context
			The L2 Motivational Self System
			The Temporal Dimension of Motivation
			Interim Summary: The Search for Relevant Theoretical Paradigms Continues
		Developmental Drive 3: The Desire to View L2 Motivation from a Holistic and Dynamic Perspective
			The Impact of Complex Dynamic Systems Theory on the Understanding of Individual Differences
			A Dynamic Framework of Motivational Traits, Motivational Adaptations and Motivational Narratives
			The Dynamics of the L2 Self-system and Multilingualism
			The Unconscious Dimension of Motivation
			Interim Summary: How Useful Is a Holistic, Dynamic Perspective?
		Developmental Drive 4: The Desire to Understand Long-Term Motivation and Sustained Motivated Behaviour
			Concordant Goals and Vision
			Directed Motivational Currents (DMCs)
			Student Engagement
			Interim Summary: Towards Understanding L2 Learning Perseverance
		Conclusion
		References
	4: The L2 Motivational Self System
		The Emergence of the L2 Motivational Self System Model
		The Model
			Early Validation, and Empirical Investigation
		Studies on the Various Components of the L2 Motivational Self System
			The Ideal L2 Self
			The Ought-to L2 Self
			The L2 Learning Experience
		Motivation as Vision
		Contextual Issues Shaping the Components of L2MSS
		Global English, Multilingualism and Languages Other Than English (LOTEs)
		L2 Motivational Self System and Complex Dynamic Systems Theory (CDST)
		Criticism of the L2MSS Model
		Future Research Directions
		Concluding Remarks
		References
	5: Self-determination and Motivated Engagement in Language Learning
		A Brief Review of Self-determination Theory
			Fundamental Psychological Needs
			Motivational Orientations
		Modeling the Motivation Process
		Review of SDT-Informed Research on LL
		Future Directions for Research and Pedagogy
		Conclusion
		References
	6: Complexity Theory and L2 Motivation
		Conceptual Tools and Principles of Complexity
			A Way of Thinking
			A Relational Unit
			Dynamic Change and Development
			Openness of Systems to Context
			Self-organized Emergence
		What Does Complexity Theory Mean for L2 Motivation Research?
			Transdisciplinary Research Designs
			Methodological Innovation
			Future Contributions to L2 Motivation Research
		Conclusion
		References
	7: Directed Motivational Currents: Extending the Theory of L2 Vision
		L2 Vision
		Motivation and Temporal Dimensions
		DMCs and Flow
		A Complex Motivational Superstructure
			A Vision of Accomplishment That Attaches to a Superordinate Goal
			Sets of Recurring Behavioural Routines Performed Without the Exercise of Volitional Control
			Processes of Regular Progress Checks Where Subgoals Provide Affirmative Feedback
		Emergence and Demise
		An Effective Re-triggering Mechanism
		A Positive Emotional Climate: Eudaimonia and Self-authenticity
		Effortlessness and Effort
		Validity for the DMC Construct
		Group-Level DMCs: A Blueprint for Focused Interventions?
		Conclusion
		References
	8: Motivation and Individual Differences
		Individual Differences in Psychology
			Personality
			Intelligence
			Motivation
		Individual Differences in L2 Learning
			Motivation as an Individual Difference in L2 Learning
			Motivation and Other Individual Differences in L2 Learning
		Challenges to the ID Paradigm
		Individual Differences and the Current Research Agenda
		Summary
		References
	9: Emotions Are Motivating
		Emotions in SLA
			Basic Emotion Theory
		Emotions That Motivate Language Learning
		Future Research on Emotion and Motivation in SLA
		Conclusion
		References
	10: L2 Motivation and Willingness to Communicate
		L2 WTC and the Pyramid Model
		Development of L2 WTC Research
			Spread of WTC Research Across Different Contexts
			Quantitative Research Aiming to Capture Enduring Influences
			Qualitative Studies Aiming to Capture Situated WTC in Context
			Exploring New Methods to Capture WTC Dynamics
		Relevance of L2 WTC to Asian EFL Contexts
		Pedagogical Implications of WTC Research
		Conclusion
		References
	11: The Contexts of SLA Motivation: Linking Ideologies to Situational Variations
		What Is Context?
		What Is SLA Motivation?
		SLA as Contextualised Multilingual Communication
		Intergroup Context
		A Social Psychological Approach to Context
		Conclusion
		References
	12: L2 Motivation and Investment
		Origins
		Theoretical Tools
		Review of Research
		Recent Theoretical Developments
		Research on the 2015 Model of Investment
		Investment vs Motivation
		Future Directions
		References
	Part II: L2 Motivation in Practice
	13: Task Motivation
		Theories and Concepts of Task Motivation in Educational Psychology
			Achievement Goals
			Self-efficacy
			Expectancy-Value
			Intrinsic Motivation and Flow
			Interest
		Task Motivation Research in the Field of Second Language Acquisition
			The Effect of Task Characteristics on Task Motivation
			The Effect of Task Motivation on Performance
			The Effect of Social Factors on Task Motivation
			Changes in Task Motivation Over Time
		Pedagogical Implications
		Directions for Future Research
		References
	14: Motivational Teaching Strategies
		Dörnyei’s (2001) Taxonomy of Motivational Strategies
		What Strategies Do Teachers Favour?
		What Strategies Do Learners Favour?
		How Do Motivational Strategies Affect Learners’ Behaviour?
		Challenges in Researching MotS
		Dangers in Researching MotS
		Ways Forward for MotS Research
		Conclusion
		References
	15: Motivational Group Dynamics in SLA: The Interpersonal Interaction Imperative
		A Brief History of Group Dynamics in SLA
		Group Dynamics and L2 Motivation
		Hurdles to Researching Group Dynamics in SLA
			Using Theories of Group Dynamics to Strengthen Student Motivation in the Classroom
		Conclusion
		References
	16: Motivation and Projects
		What Is a Project?
		A Brief Critique of Projects
		Projects in L2 Education
		Motivational Aspects of Projects
			Project Goals and Learner Centred Content
			Project Structure as a Pre-requisite for Self-Regulated Learning
			Group Work and Collaboration
			Assessment and Feedback
		Future Research Directions
		Conclusion
		References
	17: Motivation in Content and Language Integrated Learning (CLIL) Research
		Motivation in CLIL Contexts: An Under-Researched Field
		Theoretical Frameworks Used in CLIL Research
		Studies on CLIL and Motivation
			Studies Based on the Measurement of Students’ Motivation
			Studies Based on Stakeholders’ Beliefs
		Multilingualism in CLIL Contexts
		Discussion
		An Agenda for Future Research
		Pedagogical Implications
		References
	18: The Process of Demotivation in Language Learning: An Integrative Account
		Research into Demotivation
			Terminology
			Demotivator Studies
			Limitations of Demotivator Studies
		Demotivation as a Psychological Process
			Need Frustration
			Avoidance
			Maladaptive Cognition
		Demotivation from Contemporary Research Perspectives
			Complex Dynamic Systems
			Neuroscience
		Implications
			Shared Characteristics of Demotivation Processes
			Addressing Needs Deficits
			Mitigating Emotional Disturbance
			Supporting Adaptive Cognition
		Conclusion
		References
	19: Language Teacher Motivation Research: Its Ends, Means and Future Commitments
		The Current Landscape of Teacher Motivation Research
		The Ends of Language Teacher Motivation Research
		The Means of Language Teacher Motivation Research: Theoretical Metaphors
			Complexity
			Figured Worlds
			Acts of Imagination
		The Means of Language Teacher Research: A Practice-Oriented Epistemology
		Conclusion: Future Commitments of Language Teacher Motivation Research
		References
	Part III: Contexts of L2 Motivation
	20: EFL Learning Motivation in Korea: Historical Background and Current Situation
		Historical Considerations for English Learning Motivation in South Korea
			The Late Joseon Dynasty: After the Korea-US Commercial Treaty of 1882
			The Japanese Occupation (1910–1945): The Rise of Competitive Motivation for Improving Social Status
			Transforming the Nation From Poverty to Prosperity (1945–1980s): Continued Use of English for Screening University Applicants
			From the 1980s to the Present: Going Global with English Speaking Ability
		Changes in EFL Learning Motivation Across Educational Stages
			Elementary School Students: The Influence of Sagyoyook or Private Education
			Junior High School Students: Prominence of the Ought-to L2 Self and Demotivation
			High School Students: The Emergence of Competitive Motivation for CSAT
			College Students: Influence of the TOEIC in the Job-Seeking Process
		Summary and Future Directions
		References
	21: In the Shadow of Global English? Comparing Language Learner Motivation in Germany and the United Kingdom
		Language Policy and Language Uptake Trends in Germany and the UK
		Motivation Studies in Germany and the UK
		Conclusion
		References
	22: Motivation for Learning Chinese in the Australian Context: A Research Focus on Tertiary Students
		Chinese Language Education Internationally
		A Brief Overview of CFL Research
			Chinese Context
			International Contexts
		Motivation of Australian Undergraduate Learners of Chinese
			Methodology
			Results
		Discussion
		Conclusion
		References
	23: Motivation and Multilingualism in South Africa
		Contemporary Global and South African Multilingualism
		Motivation and Multilingualism
		Motivation and Multilingualism in Urban South Africa: Two Empirical Projects
			Methods: Participants, Instruments, Analysis
			Language Repertoire Survey Findings
			Interview Findings
		Discussion
		Implications and Avenues for Future Research
		References
	24: The L2 Motivation of Learners with Special Educational Needs
		Learners with SEN in Foreign Language Classes: Who Are They?
		L2 Motivation in SEN
			Macro-Level Factors
			Meso-Level Factors
				Institutional Policy
				Learning Context: Formal School Experience
				Methods and Materials
				Modality
				Milieu
			Micro-Level Factors
				Goals and the Ideal L2 Self
				Foreign Language Anxiety
				Self-efficacy
		Conclusion and Looking Forward
		References
	25: Motivation of Young Learners of Foreign Languages
		YLs’ Motivation as a Specific Phenomenon
		Trends in Researching YLs’ Motivation
			Sources and Types of YLs’ Motivation
			Variability of YLs’ Motivation
			Complexity and Interactions
			Motivated Learning Behavior
			Demotivation
			Remotivation
		A Framework for Researching YLs’ Motivation for FL Learning
			Developmental Stages
			Shifts in Roles of Valued Others
			How Tasks Work: A Task-Based Feedback-for-Learning Approach
			Embedded in Educational Context
		Conclusions
		References
	Part IV: Shifting Horizons in L2 Motivation
	26: Language Mindsets, Meaning-Making, and Motivation
		What Is Language Mindset?
			Dimensions and Measurement of Language Mindsets
		Language Mindsets and Motivation
			Effort Beliefs: Believing in the Utility of Purposeful Effort
			Attribution: Interpret Successes and Failures
			Achievement Goals Orientations: Goal of Mastering the Language or Presenting a Positive Self-image
			Failure Mindsets: Are Failures Debilitating or Enhancing?
			Self-regulatory Tendencies: Implications for Resilience
			Competence-Based Emotional Tendencies: Confidence and Anxiety
		A Complex Dynamic Perspective on LMMS
		Research Agenda
			Testing the LMMS Model
			Nuances and Different Aspects of Language Mindsets
			Links and Integrations with Other L2 Motivational Components
			Effects on Improvement and Competence
			Socio-cultural Influences on LMMS
		Conclusions
		References
	27: Motivation and the Unconscious
		Background on Unconscious Attitudes
		Unconscious Attitudes in L2 Learning
			Early Research
			Relevance to Current L2 Motivation Theories
			Recent Research
		Conclusion
		Appendix: The Implicit Association Test
		References
	28: Motivation and Flow
		Definition of the Flow Concept and Description of Flow Components
		Flow and Motivation Research in Education
		Flow in Groups
		Flow Experiences in the Classroom
		Flow in Language Learning
		Broadening the Scope of Motivational Research in SLA
		Conclusion
		References
	29: L2 Motivation and Digital Technologies
		Application of the SDT Framework
			Generating Intrinsic Motivation
			Enhancing Autonomy
			Promoting Relatedness
			Increasing a Sense of TL Competence
		An Interdisciplinary Perspective
			Vision
			Verisimilitude
			Validation Seeking
		Conclusion
		References
	30: Aligning Positive Psychology With Language Learning Motivation
		Weaving PP Into Established SLA and L2 Motivation Research
		PP’s Input on the “Why” Question of L2 Motivation: Initiating Action
			R: Relationships
			M: Meaning
		PP’s Input on the “How” Question of L2 Motivation: Sustaining the Drive
			Positive Emotions, Engagement and Accomplishment
			P: Positive Emotions
			E: Engagement
			A: Accomplishments
		Future Directions for PP in the Study and Practice of L2 Motivation
		Final Words
		References
	31: Motivation for Formal Learning of Multiple Languages
		Setting the Stage: Motivation for Formal Learning of Multiple Languages
			Motivation in Multiple Languages and Cultural Interest
			Motivation in Multiple Languages and Order of Acquisition
			Motivation in Multiple Languages and Number of Selves
			Motivation in Inherently Multilingual Contexts
			Multilingualism and Pedagogy
		New Directions: PPLI and the Ideal Multilingual Self
			Overview of the Two Concepts
			PPLI
			The Ideal Multilingual Self
		Directions for Future Research
		References
	32: Researching L2 Motivation: Past, Present and Future
		Purpose and Scope
		L2 Motivation: Core Issues Shaping Research Inquiry
		The Quantitative Research Legacy
		The Paradigm Shift to Qualitative and Mixed Methods Research
		Researching L2 Motivation: Current Challenges
		Researching L2 Motivation: New Approaches and Innovations
		Concluding Thoughts on Research Approaches: Looking to the Future
		References
	Index