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Beyond global English : motivation to learn languages in a multicultural world : Introduction to the Special Issue
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The impact of global English on motivation to learn other languages : towards an ideal multilingual self
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Language learning motivation through a small lens : a research agenda
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Promoting teacher–learner autonomy through and beyond initial language teacher education
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Context matters: a brief commentary on the papers by Housen et al. and Muñoz
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Language learning motivation, self and identity: current theoretical perspectives
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Why autonomy? Insights from motivation theory and research
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Abstract:
This paper reviews contemporary developments in motivation theory and research, and discusses how they are relevant to our understanding of language learner autonomy. Within the fields of mainstream psychology and applied linguistics, theoretical perspectives on motivation are currently undergoing considerable change and transformation. In particular, there has been a noticeable shift away from individual-cognitive perspectives (e.g. motivational beliefs, goals, attributions) towards dynamic perspectives on motivation emergent through the complex interactions of internal, social and contextual processes. In educational psychology, there is also now recognition that motivation is not necessarily achievement-oriented but value-based and identity-oriented, as reflected in a rapidly growing literature on motivation and identity. These theoretical perspectives are now influencing current thinking in the language motivation field. As I will argue, in highlighting processes of social interaction and participation and the construction of personally valued identities, such perspectives contribute to bringing issues of motivation and autonomy into very close interaction at the level of theoretical analysis, and further reinforce the argument for why we should seek to promote the autonomy of our students.
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Keyword:
BF Psychology; LB Theory and practice of education; P Philology. Linguistics
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URL: http://wrap.warwick.ac.uk/36943/ https://doi.org/10.1080/17501229.2011.577536
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Learning experiences, selves and motivated learning behaviour : a comparative analysis of structural models for Hungarian secondary and university learners of English.
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Review of Self-esteem and foreign language learning, by Ushioda, Ema
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Language motivation in a reconfigured Europe: access, identity, autonomy
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