Description
Book SynopsisMotivation is one of the key learner characteristics that determine the rate and success of language learning. This volume addresses motivation in language learning - motives associated with certain features of the language, the language learner, and the learning situation.
- Discusses and dissects the intriguingly complex characteristic of motivation in the process of language learning.
- Explores recent developments and the most important research directions in the field, including a selection of data-based studies by some of the best-known motivation researchers.
Trade Review"This book provides a comprehensive overview of the evolution of motivational theories and recent research developments and directions, reporting on studies that represent the 'cutting-edge' in the field ... well-structured, well-written and well-edited."
Language AwarenessTable of Contents1. Introduction 1-2
Zoltán Dörnyei
2. Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications 3-32
Zoltán Dörnyei
3. Why Are You Learning a Second Language? Motivational Orientations and Self-Determination Theory (Language Learning, 2000, 50/1, 57-85) 33-63
Kimberly A. Noels, Luc G. Pelletier, Richard Clément and Robert J. Vallerand
4. The Role of Gender and Immersion in Communication and Second Language Orientations (Language Learning, 2000, 50/2, 311-341) 65-96
Susan C. Baker and Peter D. MacIntyre
5. Learning Spanish as a Second Language: Learners’ Orientations and Perceptions of Their Teachers' Communication Style (Language Learning, 2001, 51/1, 107-144) 97-136
Kimberly A. Noels
6. Sex and Age Effects on Willingness to Communicate, Anxiety, Perceived Competence, and L2 Motivation Among Junior High School French Immersion Students (Language Learning, 2002, 52/3, 537-564) 137-165
Peter D. MacIntyre, Susan C. Baker, Richard Clément and Leslie A. Donovan
7. Attitudes, Motivation, and Second Language Learning: A Meta-Analysis of Studies Conducted by Gardner and Associates (Language Learning, 2003, 53/1) 167-210
Anne-Marie Masgoret and Robert C. Gardner
Index to Volume 53 211- 213
