Motivation, Language Identity and the L2

Resumen del libro

Dörnyei (psycholinguistics, U. of Nottingham, UK) and Ushioda (ELT and applied linguistics, U. of Warwick, UK) compile 18 articles on language learning motivation written by an international group of scholars of English, psychology, linguistics, education, and other fields. They particularly consider the role of motivation in the process of second language acquisition (L2) within the contexts of globalization and contemporary ideas of self and identity. The volume first describes the L2 Motivational Self System, then examines learners from different countries and levels of education within this context, as well as perspectives relating to the model that consider the development of a measurement scale to assess selves, the role of imaginative capacity and visual learning, how aspects of ethnolinguistic affiliation and identity are realized through the system, and alternatives to the model. Other chapters consider teacher motivation and development and connect the model to other major theoretical frameworks and constructs, such as activity and autonomy theories, and Bourdieuan habitus. T