Researching language learning motivation a concise guide

Researching Language Learning Motivation Also available from Bloomsbury Language Learning Strategies and Individual Learner Motivation, edited by Rebecca L Oxford and Carmen Amerstorfer Key Terms in Second Language Acquisition, Bill VanPatten Reflecting on Critical Incidents in Language Education: 40 Dilemmas For Novice TESOL Professionals, Thomas S C Farrell and Laura Baecher Second Language Acquisition: A Theoretical Introduction To Real World Applications, Alessandro G Benati and Tanja Angelovska Second Language Acquisition in Action: Principles from Practice, Andrea Nava and Luciana Pedrazzini Study Abroad and the Second Language Learner: Expectations, Experiences and Development, edited by Martin Howard Task-Based Language Learning in a Real-World Digital Environment: The European Digital Kitchen, edited by Paul Seedhouse Teaching English-Medium Instruction Courses in Higher Education: A Guide for Non-Native Speakers, Ruth Breeze and Carmen Sancho Guinda Teaching Listening and Speaking in Second and Foreign Language Contexts, Kathleen M Bailey Researching Language Learning Motivation A Concise Guide EDITED BY ALI H AL-HOORIE AND FRUZSINA SZABÓ BLOOMSBURY ACADEMIC Bloomsbury Publishing Plc 50 Bedford Square, London, WC1B 3DP, UK 1385 Broadway, New York, NY 10018, USA 29 Earlsfort Terrace, Dublin 2, Ireland BLOOMSBURY, BLOOMSBURY ACADEMIC and the Diana logo are trademarks of Bloomsbury Publishing Plc First published in Great Britain 2022 Copyright © Ali H Al-Hoorie, Fruzsina Szabó and Bloomsbury, 2022 Ali H Al-Hoorie, Fruzsina Szabó and Bloomsbury have asserted their right under the Copyright, Designs and Patents Act, 1988, to be identified as Author of this work Cover design: Charlotte James Cover Images © iStock (santypan, FatCamera, monkeybusinessimages, vgajic, sturti, olesiabilkei) and Shuttestock (Olesia Bilkei) All rights reserved No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage or retrieval system, without prior permission in writing from the publishers Bloomsbury Publishing Plc does not have any control over, or responsibility for, any third-party websites referred to or in this book All internet addresses given in this book were correct at the time of going to press The author and publisher regret any inconvenience caused if addresses have changed or sites have ceased to exist, but can accept no responsibility for any such changes A catalogue record for this book is available from the British Library A catalog record for this book is available from the Library of Congress ISBN: HB: 978-1-3501-6688-2 PB: 978-1-3501-6687-5 ePDF: 978-1-3501-6690-5 eBook: 978-1-3501-6689-9 Typeset by Integra Software Services Pvt Ltd To find out more about our authors and books visit www.bloomsbury.com and sign up for our newsletters This book is dedicated to Zoltán Dörnyei for his 60th birthday (belatedly) vi CONTENTS List of Figures  x List of Tables  xii The Editors  xiv Contributors  xv Foreword  by Rebecca Oxford  xix Introduction  Ali H Al-Hoorie and Fruzsina Szabó 1 PART ONE  General Reflections  Motivating in the Language Classroom: A Discourse of “Social Control”?  Ema Ushioda  Motivation, Mediation, and the Individual: A Sociocultural Theory Perspective  Matthew E Poehner  17 Too Much Psychology? The Role of the Social in Language Learning Motivation  Ofelia García  27 PART TWO  Language Engagement  37 Engagement: The Active Ingredient in Language Learning  Sarah Mercer  39 Engaging the Learner: Linking Teaching Practice to Learners’ Engagement and Development  Phil Hiver  51 Goal Self-Concordance and Motivational Sustainability  Alastair Henry  61 viii CONTENTS Self-Determined Motivation and Engagement in Language: A Dialogic Process  W L Quint Oga-Baldwin and Emiko Hirosawa  71 PART THREE  Selves Approaches  81 Using the Self as a Basis for a Motivation System: Is It Worth the Trouble?  Peter D MacIntyre  83 The L2 Motivational Self System: Using the Selves in the Classroom  Mostafa Papi  91 10 Language Learning in Rural America: Creating an Ideal Self with Limited Resources  Amy S Thompson  99 11 Using Technology to Harness the Power of L2 Selves  Flordelis González-Mujico  111 PART FOUR  Emotions and Affect  123 12 Research on Emotions in Second Language Acquisition: Reflections on Its Birth and Unexpected Growth  Jean-Marc Dewaele  125 13 Enhancing Emotional Engagement in Speaking Tasks: A Cognitive-Behavioral Theory Approach  Kate Maher and Jim King  135 14 Motivation Contagion: The Reciprocal Influence of Language Teachers and Learners  Tammy Gregersen and Ahmed Al Khateeb  153 15 Group DMCs and Group Emotion in the L2 Classroom  Christine Muir  165 PART FIVE  Emerging Topics  173 16 Complexity Theory: From Metaphors to Methodological Advances  Ali H Al-Hoorie and Phil Hiver  175 CONTENTS ix 17 “OH, HI HELLO”: Desire for English in the Semiotics of an Indonesian Product Leaflet  Martin Lamb  185 18 Migration, Plurilingualism, and Motivation: Extending the Research Agenda  Vera Busse  197 19 English as a Lingua Franca and Second Language Motivation  Zana Ibrahim  203 20 Using neuroELT Maxims to Raise Student Motivation in the EFL Classroom  Robert S Murphy  213 21 How Good Class Group Dynamics Socialize Well-Being into Cultures, Biologies, and Brains  Yoshifumi Fukada, Tim Murphey, Tetsuya Fukuda, and Joseph Falout  225 Afterword  by Lourdes Ortega 235 Notes  240 References  241 Index  279 268 REFERENCES Oga-Baldwin, W L Q., Nakata, Y., Parker, P D., & Ryan, R M (2017) Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes Contemporary Educational Psychology, 49, 140–50 Ortega, L (2013) Understanding second language acquisition Oxon: Routledge Ortega, L., & Han, Z (Eds.) 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Journal of English as a Lingua Franca, 2(2), 341–64 Zimmerman, B J (1989) Models of self-regulated learning and academic achievement In B J Zimmerman, & D H Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp 1–25) New York, NY: Springer-Verlag INDEX A acclimatization 131 accomplishment 67, 92, 167, 253 adaptation 226, 233, 256 affective-experiential learning 200 alignment 15, 16, 89, 222, 272 amotivation 73, 262, 269 attachment-avoidance 22 autonomy-supportive teaching 11, 267 B balanced thoughts 147–9 biased networks 219 bicultural integration identity 114, 122 C classroom management 7, 15 code-switching 34, 132 cognitive-behavioral model 138–40, 145–7 collaborative learning 167 competency 114, 119, 228, 236 D decision-making 13, 49, 52, 53, 271 demotivation 206 directed motivational current xx, 2, 18, 28, 65, 135, 165–9, 171, 250–2, 256, 257, 266, 278 E effectiveness 52, 62, 213, 256 EFL 114–17, 120–2, 199–202, 209, 213, 216, 218, 242, 255, 260, 262, 266–8, 271, 278 ELT 204, 214, 257, 260, 264, 266, 272, 273 endurance 235, 236 English-mediated identity 195 enhancement xx, xxi, 88, 95, 97, 192, 271 enlightenment 61, 249 extrinsic motivation 10, 73, 267, 271 F failure 68, 77, 85, 92, 97, 204, 206 feedback 28, 77, 96, 117, 131, 133, 144, 147, 215–18, 223, 271 fossilization 207, 255 frustration 85, 89, 187, 188, 195, 245 G generalizability 92, 237 goal-attainment 63, 273 group-level affect I ideal L2 self 2, 10, 68, 69, 84, 87, 90, 92–7, 112–22, 199, 241, 246, 259, 263, 264 innovation 199, 176, 182, 241, 251, 254, 261, 264, 266 instrumental orientation 10 integrative orientation 10, 91, 264, 267 intelligibility 206, 257 intervention 9, 63, 95–8, 117, 119, 121, 122, 150, 200–2, 245, 251, 259, 263, 272, 273 intrinsic motivation 10, 11, 73–6, 78, 248, 253, 258, 274, 277 involvement 39, 44, 53–5, 57, 58, 75 L L2MSS 84, 85, 87–90, 100, 102, 103, 112, 113, 115, 118–21 280 M majority-language 237 mediation 2, 17, 19, 20, 23, 25, 276 mindset 47, 68, 120 monolingualism 129 multiculturalism 132 multilingualism 128, 129, 132, 194, 195, 197, 237, 238, 242, 244, 245, 248, 256, 268, 269, 271, 274 N need for autonomy 12, 13 non-native speakers 204, 205, 210, 264 nudge theory 13, 14 O open-mindedness 198 ought-to L2 self 10, 87, 90, 92–5, 97, 112 over-generalizations 103 P perseverance 62, 68 post-structuralism 18 primary disability 23 proactive drive 54 procedural engagement 44, 54 project-based learning 171, 255 proliferation 84, 87 psychological well-being 11, 232 R reciprocal idealizing 234 relatedness 13, 62, 67, 74, 75, 169, 254 representation 10, 34, 64, 65–8, 85, 86, 112, 115, 116, 224, 252, 268, 269 INDEX S secondary disabilities 23 second language acquisition (SLA) 1, 8, 27, 39, 51, 52, 84, 91, 100, 125, 206, 229, 230, 242, 244, 248–52, 254, 255, 257, 259, 262–4, 266, 268, 269, 272, 274, 275 second language development (SLD) 51, 175, 176, 184, 248, 261, 276 self-concept 90, 118, 228, 245, 259, 263, 264 self-confidence 96, 259 self-consciousness 116 self-determination theory (SDT) 2, 10, 12, 71–4, 78, 79, 102, 169, 242, 246, 248, 258, 267, 270, 271, 273, 274, 276 self-perceptions 121 self-projection 118 self-regulation xxi, 11, 29, 117, 118, 121, 244, 253, 255, 265, 274, 278 self-representation 112, 115, 116 (sense of) belongingness 226, 228 social control 7, 9, 12–5, 210 social-emotional development 154 sociocultural theory (SCT) 17, 19, 23, 25, 53, 261, 265 state-like motivation 43 T target language (TL) 2, 10, 73, 91–4, 97, 102, 107, 109, 112, 115–18, 127, 132, 138, 226, 263 technology-enhanced language learning 111 U unconditional belief 142, 143 unintended stereotyping 103 281 282 .. .Researching Language Learning Motivation Also available from Bloomsbury Language Learning Strategies and Individual Learner Motivation, edited by Rebecca L Oxford and Carmen Amerstorfer... Acquisition: A Theoretical Introduction To Real World Applications, Alessandro G Benati and Tanja Angelovska Second Language Acquisition in Action: Principles from Practice, Andrea Nava and Luciana Pedrazzini... Listening and Speaking in Second and Foreign Language Contexts, Kathleen M Bailey Researching Language Learning Motivation A Concise Guide EDITED BY ALI H AL-HOORIE AND FRUZSINA SZABÓ BLOOMSBURY ACADEMIC