{"product_id":"researching-language-learning-motivation-9781350166882","title":"Researching Language Learning Motivation","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eAli H. Al-Hoorie\u003c\/b\u003e teaches at the Jubail English Language and Preparatory Year Institute, Royal Commission for Jubail and Yanbu, Saudi Arabia.  \u003cb\u003eFruzsina Szabó\u003c\/b\u003e is Lecturer in the Institute of English and American Studies at the University of Debrecen, Hungary.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003ci\u003e  \u003c\/i\u003eThis book is informative and a delight to read. It has a wonderful tribute to Zoltán Dörnyei at the beginning that is full of warmth and respect. Al-Hoorie and Szabó have assembled a modern-day dream-team of researchers on language learning motivation from around the world. The topics discussed in the edited volume are cutting-edge yet presented in an accessible way. This will help graduate students and novice researchers in locking on to the current themes and research areas in foreign and second language learning motivation that need continued or more in-depth research. In this way, the book will capture the hearts and minds of young scholars, and will influence them in conducting robust, innovative work on language learning motivation. The book may indeed launch research trajectories and careers.\u003ci\u003e\u003c\/i\u003e * Paula Winke, Professor of Linguistics, Michigan State University, USA *\u003cbr\u003eThis volume includes contributions from leading and emerging experts in L2 motivation research. It aptly describes the central role of L2 motivation in the vibrant field of Psychology of Language Learning, and it offers an inspiring forward looking perspective, matching the momentum of contemporary L2 motivation research. * Juup Stelma, Senior Lecturer in TESOL, The University of Manchester, UK *\u003cbr\u003eThis expertly curated volume takes a refreshingly varied look into all corners of research on L2 motivation. In doing so, the volume editors manage to weave together a tapestry of ideas that is coherent yet theoretically and conceptually rich, posing an implied challenge to anyone who might underestimate the dynamicity of this domain. * Luke Plonsky, Associate Professor of Applied Linguistics, Northern Arizona University, USA *\u003cbr\u003eThis excellent book reviews research on motivation…but it does so much more! It departs from the customary treatment of motivation to break new ground, inviting us to think anew. The book is a fitting tribute to the scholar whom it honors—Zoltan Dörnyei—with his vision, innovative and field-shaping influence. * Diane Larsen-Freeman, Professor Emerita, School of Education and Department of Linguistics, University of Michigan, USA *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Figures List of Tables Notes on Contributors Foreword, \u003ci\u003eRebecca Oxford (University of Maryland, USA)\u003c\/i\u003e  Introduction, \u003ci\u003eAli H. Al-Hoorie (Royal Commission for Jubail and Yanbu, Saudi Arabia) and Fruzsina Szabó (University of Debrecen, Hungary)\u003c\/i\u003e  \u003cb\u003ePart I: General Reflections\u003c\/b\u003e  1. Motivating in the Language Classroom: A Discourse of ‘Social Control’?, \u003ci\u003eEma Ushioda (University of Warwick, UK)\u003c\/i\u003e  2. Motivation, Mediation, and the Individual: A Sociocultural Theory Perspective, \u003ci\u003eMatthew E. Poehner\u003c\/i\u003e \u003ci\u003e(The Pennsylvania State University, USA)\u003c\/i\u003e  3. Too Much Psychology?: The Role of the Social in Language Learning Motivation, \u003ci\u003eOfelia García (City University of New York, USA)\u003c\/i\u003e  \u003cb\u003ePart II: Engagement and Self-Regulation \u003c\/b\u003e  4. Engagement: The Active Ingredient in Language Learning, \u003ci\u003eSarah Mercer (University of Graz, Austria)\u003c\/i\u003e  5. Engaging the Learner: Linking Motivational Practice to Learners’ Development, \u003ci\u003ePhil Hiver (Florida State University, USA)\u003c\/i\u003e  6. Learning Goals, Self-regulation and L2 Motivation, \u003ci\u003eAlastair Henry (University West, Sweden)\u003c\/i\u003e  7. Self-Determination and Engagement in Language Learning: A Dialogic Process, \u003ci\u003eW. L. Quint Oga-Baldwin \u003c\/i\u003eand \u003ci\u003eEmiko Hirosawa (Waseda University, Japan)\u003c\/i\u003e  \u003cb\u003ePart III: Selves Approaches\u003c\/b\u003e  8. Using the Self as a Basis for a Motivation System: Has It Been Worth the Trouble?,\u003ci\u003e Peter D. MacIntyre (Cape Breton University, Canada)\u003c\/i\u003e  9. The L2 Motivational Self System: Using the Selves in the Classroom, \u003ci\u003eMostafa Papi (Florida State University, USA)\u003c\/i\u003e  10. Language Learning in Rural America: Creating an Ideal Self with Limited Resources, \u003ci\u003eAmy S. Thompson (West Virginia University, USA)\u003c\/i\u003e  11. Using Technology to Harness the Power of L2 Possible Selves, \u003ci\u003eFlor-de-lis Gonzalez (University of Northampton, UK)\u003c\/i\u003e  \u003cb\u003ePart IV: Emotions and Affect\u003c\/b\u003e  12. Emotion in Second Language Acquisition: Reflections on Its Brith and Unexpected Growth, \u003ci\u003eJean-Marc Dewaele (Birkbeck, University of London, UK)\u003c\/i\u003e  13. Enhancing Emotional Engagement in Speaking Tasks: A Cognitive-Behavioural Theory ApproachApproach, \u003ci\u003eKate Maher and Jim King (University of Leicester, UK)\u003c\/i\u003e  14. Emotional Contagion: Optimizing Language Teacher-Learner Synergy, \u003ci\u003eTammy Gregersen (American University of Sharjah, UAE) \u003c\/i\u003eand \u003ci\u003eAhmed Abdulteef Al Khateeb\u003c\/i\u003e (\u003ci\u003eKing Faisal University, Saudi Arabia)\u003c\/i\u003e  15. Group-DMCs and Group-Level Emotion in the L2 Classroom, \u003ci\u003eChristine Muir (University of Nottingham, UK)\u003c\/i\u003e  \u003cb\u003ePart V: Emerging Topics\u003c\/b\u003e  16. Complexity Theory: From Metaphors to Methods, \u003ci\u003eAli H. Al-Hoorie (Royal Commission for Jubail and Yanbu, Saudi Arabia) and Phil Hiver (Florida State University, USA)\u003c\/i\u003e 17. “OH, HI. HELLO”: Critical Discourse Analysis as a Means of Understanding Desire for English\u003ci\u003e, Martin Lamb (University of Leeds, UK)\u003c\/i\u003e  18. Migration, Plurilingualism and Motivation: Extending the Research Agenda, \u003ci\u003eVera Busse (Universitat Koblenz, Germany)\u003c\/i\u003e  19. English as a Lingua Franca and Student Motivation, \u003ci\u003eZana Ibrahim (University of Kurdistan Hewler, Iraq)\u003c\/i\u003e  20. Using NeuroELT Maxims to Raise Student Motivation,\u003ci\u003e Robert S. Murphy (University of Kitakyushu, Japan)\u003c\/i\u003e  21. How Good Class Group Dynamics Socializes Well-Being into Cultures, Biologies, and Brains, \u003ci\u003eYoshifumi Fukada (Meisei University, Japan) Tim Murphey (Kanda University, Japan), Tetsuya Fukuda (International Christian University, Japan) and Joseph Falout (Nihon University, Japan)\u003c\/i\u003e  Afterword, \u003ci\u003eLourdes Ortega (Georgetown University, USA)\u003c\/i\u003e References Index","brand":"Bloomsbury Publishing (UK)","offers":[{"title":"Default Title","offer_id":52084831355223,"sku":"9781350166882","price":80.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350166882.jpg?v=1762207296","url":"https:\/\/bookcurl.com\/products\/researching-language-learning-motivation-9781350166882","provider":"Book Curl","version":"1.0","type":"link"}