This book explores how complex systems theory can contribute to the
understanding of classroom language learner motivation through an
extended examination of one particular, situated research project.
Working from the lived experience of the participants, the study
describes how action research methods were used to explore the
dynamic conditions operating in a foreign language classroom in
Japan. The book draws attention to the highly personalised and
individual, yet equally co-formed nature of classroom foreign
language learning motivation and to the importance of agency and
emotions in language learning. It presents an extended illustration
of the applicability of complex systems theory for research design
and process in SLA and its narrative approach shines light upon the
evolving nature of research and role of the researcher. The study
will be a valuable resource for practitioners, researchers and
postgraduate students interested in classroom language teaching and
learning, especially those with a focus on motivation among
learners.
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