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Abstract
Due to its theoretical and educational significance within the language learning process, the study of L2 motivation has been an important area of second language acquisition research for several decades. Over the last few years L2 motivation research has taken an exciting new turn by focusing increasingly on the language learner’s situated identity and various self-perceptions. As a result, the concept of L2 motivation is currently in the process of being radically reconceptualised and re-theorised in the context of contemporary notions of self and identity. With contributions by leading European, North American and Asian scholars, this volume brings together the first comprehensive anthology of key conceptual and empirical papers that mark this important paradigmatic shift.
The book is sophisticated, and readers will have to be already familiar with the fundamental aspects of L2 motivation research. Nevertheless, it would be an invaluable aid to researchers seeking to keep up with the ever-advancing developments in the area. Susan C. Baker, Department of Psychology, University of Queensland, Australia in Journal of Multilingual and Multicultural Development
Zoltán Dörnyei is Professor of Psycholinguistics at the School of English, University of Nottingham. He has published widely on various aspects of second language acquisition and language learning motivation including Motivation, Language Identity and the L2 Self (2009, edited with Ema Ushioda).
Ema Ushioda is an Associate Professor in ELT and Applied Linguistics at the Centre for Applied Linguistics, University of Warwick where she teaches MA courses and coordinates the Doctorate in Education. Her research interests include language motivation, autonomy, sociocultural theory and teacher development. Her publications include Learner Autonomy 5: The Role of Motivation (1996, Authentik), Towards Greater Learner Autonomy in the Foreign Language Classroom (2002, Authentik, co-authored with David Little and Jennifer Ridley) and Learner Autonomy in the Foreign Language Classroom: Teacher, Learner, Curriculum and Assessment (2003, Authentik, co-edited with David Little and Jennifer Ridley).
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Contents | v | ||
| Contributors | vii | ||
| Chapter 1 Motivation, Language Identities and the L2 Self: A Theoretical Overview | 1 | ||
| Chapter 2 The L2 Motivational Self System | 9 | ||
| Chapter 3 The Baby, the Bathwater, and the Future of Language Learning Motivation Research | 43 | ||
| Chapter 4 The L2 Motivational Self System among Japanese, Chinese and Iranian Learners of English: A Comparative Study | 66 | ||
| Chapter 5 Learning Experiences, Selves and Motivated Learning Behaviour: A Comparative Analysis of Structural Models for Hungarian Secondary and University Learners of English | 98 | ||
| Chapter 6 Self and Identity in L2 Motivation in Japan: The Ideal L2 Self and Japanese Learners of English | 120 | ||
| Chapter 7 International Posture and the Ideal L2 Self in the Japanese EFL Context | 144 | ||
| Chapter 8 Motivation and Vision: The Relation Between the Ideal L2 Self, Imagination and Visual Style | 164 | ||
| Chapter 9 Links between Ethnolinguistic Affiliation, Self-related Motivation and Second Language Fluency: Are They Mediated by Psycholinguistic Variables? | 172 | ||
| Chapter 10 Toward the Development of a Scale to Assess Possible Selves as a Source of Language Learning Motivation | 193 | ||
| Chapter 11 A Person-in-Context Relational View of Emergent Motivation, Self and Identity | 215 | ||
| Chapter 12 Situating the L2 Self: Two Indonesian School Learners of English | 229 | ||
| Chapter 13 Imagined Identity and the L2 Self in the French Foreign Legion | 248 | ||
| Chapter 14 The Sociocultural Interface between Ideal Self and Ought-to Self: A Case Study of Two Korean Students’ ESL Motivation | 274 | ||
| Chapter 15 The Internalisation of Language Learning into the Self and Social Identity | 295 | ||
| Chapter 16 Possible Selves in Language Teacher Development | 314 | ||
| Chapter 17 Identity and Self in E-languageTeaching | 333 | ||
| Chapter 18 Motivation, Language Identities and the L2 Self: Future Research Directions | 350 | ||
| Author Index | 357 | ||
| Subject Index | 363 |