Appropriate for predominantly postgraduate, MA and diploma students of applied linguistics, TESOL diplomas, second language acquisition theory and research, education research and psychology.
Teaching and Researching Motivation addresses issues surrounding motivation in language learning: describing what motivation is, how to increase it and how it can be assessed. Based on Dornyei's own well-known theory of language motivation, together with a comprehensive review of both the psychological and the second language literature, this text provides a summary of the various facets of motivation, examines how the theoretical insights can help classroom practitioners in their everyday teaching practice, and offers practical recommendations and tips for language teachers.
SECTION 1: WHAT IS MOTIVATION?
1. MAIN CHALLENGES OF MOTIVATION RESEARCH: The challenge of consciousness vs. unconsciousness; The challenge of cognition vs. affect; The challenge of reduction vs. comprehensiveness; The challenge of 'parallel multiplicity' ; The challenge of context; The challenge of time
2. THEORIES OF MOTIVATION IN PSYCHOLOGY: Leading motivation theories in psychology; Sociocultural and contextual influences on behaviour; The temporal dimension of motivation
3. MOTIVATION TO LEARN A FOREIGN/SECOND LANGUAGE: Gardner's motivation theory; Expectancy-value theories and L2 motivation; Self-determination theory and L2 motivation; Schumann's neurobiological model; Constructs emerging from empirical studies; L2 motivation and the social context; The temporal dimension of L2 motivation; Dornyei and Otto's Process Model of L2 motivation.
SECTION 2: MOTIVATION AND SECOND LANGUAGE TEACHING
4. 'EDUCATION-FRIENDLY' APPRACHES IN MOTIVATION RESEARCH: The educational shift in L2 motivation research; Educationally motivated constructs
5. MOTIVATION AND MOTIVATING IN THE FOREIGN LANGUAGE CLASSROOM: Motivational techniques, strategies and macrostrategies; A framework for motivational strategies; Motivational macrostrategies
6. STUDENT DEMOTIVATION: 'Demotivation' vs. 'Motivation' ; Research on demotivation in instructional communication studies; Findings in L2 motivation research; Concluding remarks on demotivation
7. TEACHER MOTIVATION: Conceptualising the 'motivation to teach' ; The Relationship between teacher motivation and student motivation.
SECTION 3: RESEARCHING MOTIVATION
8. MAKING MOTIVATION A RESEARCHABLE CONCEPT: Inherent problems in motivational research; Initial decisions to make
9. METHODOLOGICAL ISSUES AND CONSIDERATIONS: Research Design; 'Self-report' motivation tests/questionnaires
10. MAIN TYPES OF L2 MOTIVATION RESEARCH: Survey studies; Factor analytical studies; Correlational studies; Studies using structural equation modelling (LISREL); Qualitative studies; Towards a combined use of quantitative and qualitative studies.
SECTION 4: RESOURCES AND FURTHER INFORMATION
11. THE LOCUS OF MOTIVATION RESEARCH: Linkages to other Topics and Disciplines; Language learning motivation and related disciplines in the social sciences; The place of motivation research in applied linguistics.
12. SOURCES AND RESOURCES: Relevant journals and magazines; Databases, abstracting journals and discussion groups; Sample tests and measurement instruments.
* Offers an up-to-date summary of the latest developments in both applied linguistics and motivational psychology.
* Provides a theoretical summary of the various facets of motivation.
* Covers both theory and practice in a down-to-earth and accessible style.
* Includes concrete research guidelines and tips for both novice and experienced users.
* Examines how the theoretical insights can help classroom practitioners in their everyday teaching practice.
* Looks at how motivation can be researched and assessed, describing the main research traditions and offering many practical recommendations and tips.
* Two related, but often overlooked topics of 'demotivation' and 'teacher motivation'
* Regular concept, quote and sample boxes which summarise key issues and provide classroom examples and strategies.
* The research section contains the description of several sample research studies, and also lists a large variety of research questions and researchable topics to inspire future research.
* The final section of the book contains a variety of useful resources, including relevant web-sites, lists of key reference works and over 150 actual questionnaire items that the author has successfully used in the past.
* Companion web-site contains relevant web resources and reference works.