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Teaching and Researching


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Table of Contents

General Editors' Preface
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

Author index
Subject index

Promotional Information

Part of the highly-regarded Applied Linguistics in Action series, Teaching and Researching: Motivation, provides the most up-to-date coverage of the rapidly-changing field of motivation research and practice. The new edition takes into account the radical reframing of motivation since 2001 and offers a completely updated map of the field, encompassing recent advances, highlighting the current paradigmatic shift in thinking, and pointing forward to future developments and directions in research and practice.

About the Author

Zoltan Doernyei 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).

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