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).

• General Editors’ PrefaceAcknowledgementsIntroduction to the Second Edition Section I: What is motivation? 1 Exploring motivation: Changing perspectives1.1 The complexity of motivation1.2 The challenge of reduction versus comprehensiveness1.3 Moving beyond linear models of motivation 2 Theories of motivation in psychology2.1 Key cognitive theories and constructs of motivation2.2 Motivation and context 3 Motivation to learn a foreign/second language: a historical overview3.1 The social psychological period3.2 The cognitive-situated period3.3 The process-oriented period3.4 From process-oriented to socio-dynamic perspectives 4 Motivation to learn another language: current socio-dynamic perspectives4.1 A person-in-context relational view of motivation4.2 The L2 Motivational Self System4.3 Motivation from a complex dynamic systems perspective Section II: Motivation and language teaching 5 Motivation in practice: strategies and approaches5.1 From theory and research to classroom practice5.2 A framework for motivational strategies5.3 Generating and sustaining a vision for language learning5.4 Developing a motivation-sensitive teaching approach 6 Motivation in context: demotivating influences6.1 ‘Demotivation’ versus ‘motivation’6.2 Research on demotivation in instructional communication studies6.3 Findings in L2 motivation research6.4 Critical factors in the broader sociocultural context6.5 Concluding remarks on demotivation 7 Teacher motivation7.1 Conceptualising the ‘motivation to teach’7.2 The motivation of L2 teachers7.3 The relationship between teacher motivation and student motivation Section III: Researching motivation 8 Making motivation a researchable concept8.1 Inherent problems in motivation research8.2 Deciding on the particular aspect of motivation to focus on8.3 Selecting the criterion/dependent variable8.4 Selecting the method of inquiry 9 Main types and methods of motivation research9.1 Focus on groups of learners: Quantitative studies9.2 Focus on individual learners: Qualitative studies9.3 Mixing methodologies9.4 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 sciences10.2 The place of motivation research in applied linguistics 11 Sources and resources11.1 Relevant journals and magazines11.2 Databases, citation indexes, Internet resources and discussion groups11.3 Sample tests and measurement instruments ReferencesAuthor indexSubject index