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Teaching and Researching Motivation Zoltán Dörnyei and Ema Ushioda

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Teaching and Researching Motivation Zoltán Dörnyei and Ema Ushioda Zoltán Dörnyei and Ema Ushioda Motivation and Researching Teaching Teaching and Researching Motivation Zoltán Dörnyei and Ema Ushioda Second Edition Second Edition Applied Linguistics in Action Series Edited by Christopher N. Candlin & David R. Hall Cultivating motivation is crucial to a language Key new features and material: Edited by Christopher N. Candlin & David R. Hall Applied Linguistics in Action Series learner’s success – and therefore crucial for the • A brand new chapter on current socio-dynamic and language teacher and researcher to understand. This complex systems perspectives fully revised edition of a groundbreaking work reflects • New approaches to motivating students based on the dramatic changes the field of motivation research the L2 Motivational Self System has undergone in recent years, including the impact • Illustrative summaries of qualitative and mixed of language globalisation and various dynamic and methods studies relational research methodologies, and offers ways in • Samples of new self-related motivation measures which this research can be put to practical use in the classroom and in research. Providing a clear and comprehensive theory-driven account of motivation, Teaching and Researching Motivation examines how theoretical insights can be Zoltán Dörnyei is Professor of Psycholinguistics in the used in everyday teaching practice and offers practical School of English Studies, University of Nottingham. He is tips. The final section provides a range of useful author of a number of books including Research Methods resources, including relevant websites, key reference in Applied Linguistics (2007) and The Psychology of Second works and tried and tested example questionnaires. Language Acquisition (2009). He has also co-edited Motivation, Written in an accessible style and illustrated with Language Identity and the L2 Self (2009) with Ema Ushioda. concrete examples, it is an invaluable resource for teachers and researchers alike. Ema Ushioda is an Associate Professor in ELT and Applied Linguistics at the Centre for Applied Linguistics, University of Warwick. Her publications include Learner Autonomy 5: The Role of Motivation (1996) and Learner Autonomy in the Foreign Language Classroom: Teacher, Learner, Curriculum and Assessment (2003) (with David Little and Jennifer Ridley). Cover image © Getty Images www.pearson-books.com CVR_DORN5020_02_SE_CVR.indd 1 12/5/10 10:38:09 Teaching and Researching Motivation APPLIED LINGUISTICS IN ACTION General Editors: Christopher N. Candlin and David R. Hall Books published and forthcoming in this series include: Teaching and Researching Computer-Assisted Language Learning Ken Beatty Teaching and Researching Autonomy in Language Learning Philip Benson Teaching and Researching Motivation Zoltán Dörnyei and Ema Ushioda Teaching and Researching Reading William Grabe and Fredricka Stoller Teaching and Researching Lexicography R.K.K. Hartmann Teaching and Researching Translation Basil Hatim Teaching and Researching Speaking Rebecca Hughes Teaching and Researching Writing Ken Hyland Teaching and Researching Language and Culture Joan Kelly Hall Teaching and Researching Language Learning Strategies Rebecca Oxford Teaching and Researching Listening Michael Rost Teaching and Researching Motivation Second Edition Zoltán Dörnyei and Ema Ushioda PEARSON EDUCATION LIMITED Edinburgh Gate Harlow CM20 2JE United Kingdom Tel: +44 (0)1279 623623 Fax: +44 (0)1279 431059 Website: www.pearsoned.co.uk First edition published 2001 Second edition published in Great Britain in 2011 © Pearson Education Limited 2001, 2011 The rights of Zoltán Dörnyei and Ema Ushioda to be identified as authors of this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. Pearson Education is not responsible for the content of third party internet sites. ISBN: 978-1-4082-0502-0 British Library Cataloguing in Publication Data A CIP catalogue record for this book can be obtained from the British Library Library of Congress Cataloging in Publication Data A CIP catalog record for this book can be obtained from the Library of Congress All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without either the prior written permission of the Publishers or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby Street, London EC1N 8TS. This book may not be lent, resold, hired out or otherwise disposed of by way of trade in any form of binding or cover other than that in which it is published, without the prior consent of the Publishers. 10 9 8 7 6 5 4 3 2 1 14 13 12 11 10 Set in 11/13pt Janson by 35 Printed in Malaysia, CTP- KHL Contents General Editors’ Preface viii Acknowledgements x Introduction to the Second Edition xi Section I: What is motivation? 1 1 Exploring motivation: changing perspectives 3 1.1 The complexity of motivation 4 1.2 The challenge of reduction versus comprehensiveness 8 1.3 Moving beyond linear models of motivation 10 2 Theories of motivation in psychology 12 2.1 Key cognitive theories and constructs of motivation 12 2.2 Motivation and context 25 3 Motivation to learn a foreign/second language: a historical overview 39 3.1 The social psychological period 40 3.2 The cognitive-situated period 46 v vi CONTENTS 3.3 The process-oriented period 60 3.4 From process-oriented to socio-dynamic perspectives 69 4 Motivation to learn another language: current socio-dynamic perspectives 74 4.1 A person-in-context relational view of motivation 75 4.2 The L2 Motivational Self System 79 4.3 Motivation from a complex dynamic systems perspective 88 Section II: Motivation and language teaching 101 5 Motivation in practice: strategies and approaches 103 5.1 From theory and research to classroom practice 104 5.2 A framework for motivational strategies 107 5.3 Generating and sustaining a vision for language learning 130 5.4 Developing a motivation-sensitive teaching approach 133 6 Motivation in context: demotivating influences 137 6.1 ‘Demotivation’ versus ‘motivation’ 138 6.2 Research on demotivation in instructional communication studies 140 6.3 Findings in L2 motivation research 142 6.4 Critical factors in the broader sociocultural context 153 6.5 Concluding remarks on demotivation 156 7 Teacher motivation 158 7.1 Conceptualising the ‘motivation to teach’ 159 7.2 The motivation of L2 teachers 176 7.3 The relationship between teacher motivation and student motivation 185 CONTENTS vii Section III: Researching motivation 193 8 Making motivation a researchable concept 195 Further reading 197 8.1 Inherent problems in motivation research 197 8.2 Deciding on the particular aspect of motivation to focus on 198 8.3 Selecting the criterion/dependent variable 200 8.4 Selecting the method of enquiry 201 9 Main types and methods of motivation research 212 9.1 Focus on groups of learners: quantitative studies 212 9.2 Focus on individual learners: qualitative studies 236 9.3 Mixing methodologies 240 9.4 Adopting a complex dynamic systems approach 246 Section IV: Resources and further information 251 10 The locus of motivation research: linkages to other topics and disciplines 253 10.1 Language-learning motivation and related disciplines in the social sciences 254 10.2 The place of motivation research in applied linguistics 257 11 Sources and resources 261 11.1 Relevant journals and magazines 261 11.2 Databases, citation indexes, Internet resources and discussion groups 262 11.3 Sample tests and measurement instruments 265 References 285 Author index 315 Subject index 323 General editors’ preface Applied Linguistics in Action, as its name suggests, is a Series which focuses on the issues and challenge to teachers and researchers in a range of fields in Applied Linguistics and provides readers and users with the tools they need to carry out their own practice-related research. The books in the Series provide the reader with clear, up-to-date, accessible and authoritative accounts of their chosen field within Applied Linguistics. Starting from a map of the landscape of the field, each book provides information on its main ideas and concepts, com- peting issues and unsolved questions. From there, readers can explore a range of practical applications of research into those issues and ques- tions, and then take up the challenge of undertaking their own research, guided by the detailed and explicit research guides provided. Finally, each book has a section which provides a rich array of resources, information sources and further reading, as well as a key to the principal concepts of the field. Questions the books in this innovative Series ask are those familiar to all teachers and researchers, whether very experienced, or new to the fields of Applied Linguistics. 1. What does research tell us, what doesn’t it tell us and what should it tell us about the field? How is the field mapped and landscaped? What is its geography? 2. How has research been applied and what interesting research pos- sibilities does practice raise? What are the issues we need to explore and explain? viii GENERAL EDITORS’ PREFACE ix 3. What are the key researchable topics that practitioners can under- take? How can the research be turned into practical action? 4. Where are the important resources that teachers and researchers need? Who has the information? How can it be accessed? Each book in the Series has been carefully designed to be as accessible as possible, with built-in features to enable readers to find what they want quickly and to home in on the key issues and themes that concern them. The structure is to move from practice to theory and back to practice in a cycle of development of understanding of the field in question. Each of the authors of books in the Series is an acknowledged authority, able to bring broad knowledge and experience to engage teachers and researchers in following up their own ideas, working with them to build further on their own experience.
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