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Motivation, Language Identity and the L2 Self Edited by: Zoltán Dörnyei, Ema Ushioda

Format:
Paperback - 376 pages
ISBN:
9781847691279
Published:
12 Jan 2009
Publisher:
Multilingual Matters
Dimensions:
234 x 156 (R8vo)
Availability:
Available

Summary

With contributions by leading European, North American and Asian scholars, this volume offers a comprehensive anthology of conceptual and empirical papers describing the latest developments in L2 motivation research that involves the reframing of motivation in the context of contemporary notions of self and identity.

Review:

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

Author Biography:

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).

Readership Level:

Postgraduate, Research / Professional, Undergraduate


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