Motivation, Language Identity and the L2 Self Zoltán Dörnyei, Ema Ushioda
- Paperback - 376 pages
- 12 Jan 2009
- Multilingual Matters
- 234 x 156 (R8vo)
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Due to its theoretical and educational significance within the language learning process, the study of L2 motivation has been an important area of second language acquisition research for several decades. Over the last few years L2 motivation research has taken an exciting new turn by focusing increasingly on the language learner’s situated identity and various self-perceptions. As a result, the concept of L2 motivation is currently in the process of being radically reconceptualised and re-theorised in the context of contemporary notions of self and identity. With contributions by leading European, North American and Asian scholars, this volume brings together the first comprehensive anthology of key conceptual and empirical papers that mark this important paradigmatic shift.
The book is sophisticated, and readers will have to be already familiar with the fundamental aspects of L2 motivation research. Nevertheless, it would be an invaluable aid to researchers seeking to keep up with the ever-advancing developments in the area.
Susan C. Baker, Department of Psychology, University of Queensland, Australia in Journal of Multilingual and Multicultural Development
Vol. 32, No.2, March 2011, 201-206
Zoltán Dörnyei is Professor of Psycholinguistics in the School of English Studies, University of Nottingham. He has published widely on various aspects of individual differences and second language acquisition and is the author of several books including The Psychology of the Language Learner (2005, Lawrence Erlbaum), Motivation, Language Attitudes and Globalisation: A Hungarian Perspective (2006, Multilingual Matters, co-authored with Kata Csizér and Nóra Németh), Research Methods in Applied Linguistics (2007, Oxford University Press) and The Psychology of Second Language Acquisition (2009, Oxford University Press).; Ema Ushioda is an Associate Professor in ELT and Applied Linguistics at the Centre for Applied Linguistics, University of Warwick where she teaches MA courses and coordinates the Doctorate in Education. Her research interests include language motivation, autonomy, sociocultural theory and teacher development. Her publications include Learner Autonomy 5: The Role of Motivation (1996, Authentik), Towards Greater Learner Autonomy in the Foreign Language Classroom (2002, Authentik, co-authored with David Little and Jennifer Ridley) and Learner Autonomy in the Foreign Language Classroom: Teacher, Learner, Curriculum and Assessment (2003, Authentik, co-edited with David Little and Jennifer Ridley).