Identity, Motivation and Autonomy in Language Learning
Edited by: Garold Murray, Xuesong Gao, Terry Lamb
- Hardback - 280 pages
- 14 Apr 2011
- Multilingual Matters
- 210 x 148
In this volume researchers from Asia, Europe, the Middle East and North and South America employ a variety of theoretical perspectives and methodological approaches in their exploration of the links between identity, motivation, and autonomy in language learning. On a conceptual level the authors explore issues related to agency, metacognition, imagination, beliefs, and self. The book also addresses practice in classroom, self-access, and distance education contexts, considering topics such as teachers’ views on motivation, plurilingual learning, sustaining motivation in distance education, pop culture and gaming, study abroad, and the role of agency and identity in the motivation of pre-service teachers. The book concludes with a discussion of how an approach which sees identity, motivation, and autonomy as interrelated constructs has the potential to inform theory, practice and future research directions in the field of language teaching and learning.
A very informative and serious read.
- Humanising Language Teaching Issue 3, June 2012
- Hanna Kryszewska, University of GdaÅ„sk, Poland
The book certainly takes an important step towards its stated aim of synergising findings regarding interactions between identity, motivation, and autonomy, and is recommended to anyone interested in the lived, holistic experiences of language learners and those involved with them.
- JALT Journal, 35.2 â€¢ November 2013
- Richard J. Sampson, Gunma University, Japan
Garold Murray is associate professor in the Language Education Centre, Okayama University, Japan. His research employs ethnography and narrative inquiry to explore autonomy, metacognition, and community in relation to classroom, out-of-class, and self-access language learning.
Xuesong (Andy) Gao is assistant professor at the Department of English, Hong Kong Institute of Education. His research interests include language learning strategy, learner narratives and teacher development.
Terry Lamb is based in the School of Education, University of Sheffield, England. He has published widely in the fields of learner and teacher autonomy, multilingualism, language policy, and teacher development.
Postgraduate, Research / Professional, Undergraduate