Cultivating motivation is crucial to a language learner's success - and therefore crucial for the language teacher and researcher to understand. This fully revised . Teaching and Researching: Motivation. Second. Edition. Zoltán Dörnyei and Ema Ushioda. Longman. pp. Reviewed by James Broadbridge. Aoyama. Teaching and Researching Motivation is a substantially revised second edition of the . Please use the PDF version of this article for citations.
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Teaching and Researching Motivation Zoltan Dornyei and Ema mmoonneeyy.info ch/fapse/emotion/publications/pdf/mmoonneeyy.info) Schmidt, R. (ed.). 2nd ed. by ZOLTÁN DÖRNYEI; EMA USHIODA | 𝗥𝗲𝗾𝘂𝗲𝘀𝘁 𝗣𝗗𝗙 on ResearchGate J. DE VRIES and others published Teaching and Researching Motivation. Dornyei, Z. (). Teaching and Researching Motivation. Edinburgh Gate, England Pearson Education.
A particularly helpful addition to the book is a collection of short summaries of previous studies, which illustrate many of the statistical methods presented in the chapter. Here, the authors focus on the intriguing motivational function of imagination and the various strategies that teachers can use in classroom activities to help learners create a positive L2-related vision of their ideal L2 self. The chapter concludes by outlining some of the difficulties associated with linear, reductionist models of motivation. In Section Three, Researching Motivation, the authors include two chapters. The authors go to great lengths to demonstrate how this theory of L2 motivation is superior to the construct of integrative motivation proposed by Gardner in his socio-educational model This is followed in Chapter Seven by an analysis of teacher motivation. Unfortunately, the reader is left rather disappointed by the lack of any real decisiveness from the authors regarding how best to go about undertaking a research project using a dynamic systems approach.
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In Section One, What is motivation? This discussion is rather brief and insufficiently explains why affective models of motivation were deemed unsatisfactory by researchers.
The chapter concludes by outlining some of the difficulties associated with linear, reductionist models of motivation. The authors return to this topic again in Chapter Four.
There, they outline some new approaches to conceptualising L2 motivation from a socio-dynamic perspective. The authors go to great lengths to demonstrate how this theory of L2 motivation is superior to the construct of integrative motivation proposed by Gardner in his socio-educational model Although it is clear that the L2 Motivational Self System could have major implications for researchers of L2 motivation, the authors provide a vague assessment of how the L2 Self differs from the construct of Integrative Motivation.
This would, of course, be ill advised, as the L2 Self is a cognitive construct, whereas integrative motivation is an affective one. In addition, the range of quantitative studies presented by the authors to confirm the L2 Motivational Self System is somewhat limited, thus contravening any claims of validation by the authors.
The most significant point made by the authors is that process-oriented perspectives of motivation all fail to account for the fact that learner attributes display an enormous amount of variation from time to time and situation to situation.
As a result, the authors recommend that researchers should refrain from examining learner attributes individually, and that they should instead adopt a dynamic systems approach, which studies how systems change with time. Such research would involve using qualitative exploratory investigations to analyse longitudinally the conglomerates of cognitive, motivational, and affective factors.
In Section Two, Motivation and Language Teaching, the first chapter is particularly noteworthy as it outlines the motivating strategies available to teachers in the classroom. The authors highlight the fact that scant attention has been given, thus far, to developing motivation strategies.
Here, the authors focus on the intriguing motivational function of imagination and the various strategies that teachers can use in classroom activities to help learners create a positive L2-related vision of their ideal L2 self. It is recommended that teachers adopt a wide range of teaching strategies that help encourage learners to keep their visions alive and create realistic expectations.
The product of this approach should be learning that is more autonomous and stimulate the use of more self-regulatory strategies. August 27, September 26, May 26, September 6, The Teaching Method of Creative Education. August 16, Why Us?