Teaching and Researching Motivation

Zoltán Dörnyei is Professor of Psycholinguistics at the School of English, University of Nottingham. He has published extensively on various aspects of language learner characteristics and second language acquisition, and he is the (co-)author of over 100 academic papers and 25 books. Ema Ushioda is Professor and Head of Applied Linguistics at the University of Warwick. Her main research interests are language learning motivation and learner autonomy, promoting qualitative approaches in particular, and she has published widely in these areas.

• Introduction to the Third EditionPart I What is motivation?1. Exploring motivation: Changing perspectives1.1 The complexity of motivation1.2 Understanding L2 motivation in a changing, multifaceted world1.3 The motivation to learn Global English versus other languages2. Theories of motivation in psychology2.1 Key cognitive theories of motivation2.2 Motivation and its sociocultural context3. Motivation to learn a foreign/second language: A historical overview3.1 The social psychological beginnings3.2 Accounting for cognitive theories and the classroom reality3.3 Focus on time, context and vision4. Current approaches in theorising L2 motivation4.1 Motivational dynamics4.2 Motivational currents and long-term motivation4.3 Unconscious motivation4.4 Motivation, multilingualism and languages other than English (LOTEs)4.5 Other recent theoretical initiatives4.6 ‘Small lens’ approach and student engagementPart II Motivation and language teaching5. Motivation in practice: Strategies and approaches5.1 From theory and research to classroom practice5.2 A framework for motivational strategies5.4 Promoting motivational self-regulation and learner autonomy5.5 Generating and sustaining a vision for L2 learning5.6 Engaging L2 learners5.7 Frameworks for directed motivational currents5.8 The motivational capacity of technology5.9 Researching motivational strategies6. Motivation in context: Demotivating influences6.1 ‘Demotivation’ versus ‘motivation’6.2 Research findings on L2 demotivation6.3 The relevance of fixed and growth mindsets6.4 Critical factors in the broader sociocultural context7. Teacher motivation7.1 Conceptualising the ‘motivation to teach’7.2 The motivation of L2 teachers7.3 Teacher motivation and student motivation: Exploring their interplayPart III Researching motivation8. Making motivation a researchable concept8.1 Inherent challenges of motivation research8.2 Linear cause-effect relationships versus dynamic interdependence8.3 Group versus individual-level measurement8.4 Context-sensitive approaches to understanding motivation8.5 Principles of designing L2 motivation studies8.6 Motivation research and impact on society8.7 How to make motivation research fruitful9. Main types and methods of motivation research9.1 Quantitative motivation studies9.2 Qualitative motivation studies9.3 Mixing methodologies9.4 New directions in L2 motivation researchPart IV Resources and further information10. The locus of motivation research: Linkages to other topics and disciplines10.1 L2 motivation and related disciplines in the social sciences10.2 The challenge of relating L2 motivation to applied linguistics and SLA10.3 Defining target aspects of L2 communication11. Sources and resources11.1 Relevant journals and edited collections11.2 Databases, citation indexes, Internet resources and discussion groups11.3 Who’s who in L2 motivation research?11.4 Locating motivation measures and instrumentsSubject indexAuthor index