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Building on Zoltan Doernyei's authoritative work in the field of
learner motivation, this book introduces a new
conceptualization-Directed Motivational Currents (DMCs)-and sets
out the defining aspects of what they are, what they are not, and
how they are related to language learning motivation. Going beyond
focused behavior in a single activity, DMCs concern intensive
long-term motivation. The distinctive feature of the theory is that
it views motivation not simply as a springboard for action but also
as a uniquely self-renewing and sustainable process. It is this
energizing capacity which distinguishes DMCs from almost every
other motivational construct described in the research literature.
Motivational Currents in Language Learning offers new insights,
valuable both to motivation researchers and classroom
practitioners. The accessible style, along with plentiful
illustrations and practical suggestions for promoting sustained
learning, invite readers to think about motivation in a different
way. Highly relevant for language teachers, teachers-in-training,
teacher educators, and researchers in TESOL and applied
linguistics, the book explains how the DMC construct can be
integrated into course structures and teaching methodologies, and
encourages teachers to try out novel methods for harnessing
motivational power in classroom settings.
Directed motivational currents (DMCs) are goal-directed
motivational surges in pursuit of a much-desired personal outcome.
This book introduces the reader to cutting-edge theory and research
in second language learner motivation and presents empirical
research which investigates DMCs in the context of language
learning. The studies explore the wider relevance of DMC theory
from participants recruited worldwide, answering questions such as
how many (and which) participants reported having experienced DMCs
and what emerged as common triggers initiating such experiences.
The studies also discuss the pedagogical implications of DMC
theory, investigating whether it is possible to design and
implement a project (specifically, a project 'with DMC potential')
in such a way that it may be able to purposefully facilitate a
group-DMC with learners in a second language classroom. The book's
accessible writing style makes it suitable for researchers and
students who are interested in second language learning as well as
for teachers and trainee teachers who are looking for classroom
inspiration.
Building on Zoltan Doernyei's authoritative work in the field of
learner motivation, this book introduces a new
conceptualization-Directed Motivational Currents (DMCs)-and sets
out the defining aspects of what they are, what they are not, and
how they are related to language learning motivation. Going beyond
focused behavior in a single activity, DMCs concern intensive
long-term motivation. The distinctive feature of the theory is that
it views motivation not simply as a springboard for action but also
as a uniquely self-renewing and sustainable process. It is this
energizing capacity which distinguishes DMCs from almost every
other motivational construct described in the research literature.
Motivational Currents in Language Learning offers new insights,
valuable both to motivation researchers and classroom
practitioners. The accessible style, along with plentiful
illustrations and practical suggestions for promoting sustained
learning, invite readers to think about motivation in a different
way. Highly relevant for language teachers, teachers-in-training,
teacher educators, and researchers in TESOL and applied
linguistics, the book explains how the DMC construct can be
integrated into course structures and teaching methodologies, and
encourages teachers to try out novel methods for harnessing
motivational power in classroom settings.
Directed motivational currents (DMCs) are goal-directed
motivational surges in pursuit of a much-desired personal outcome.
This book introduces the reader to cutting-edge theory and research
in second language learner motivation and presents empirical
research which investigates DMCs in the context of language
learning. The studies explore the wider relevance of DMC theory
from participants recruited worldwide, answering questions such as
how many (and which) participants reported having experienced DMCs
and what emerged as common triggers initiating such experiences.
The studies also discuss the pedagogical implications of DMC
theory, investigating whether it is possible to design and
implement a project (specifically, a project 'with DMC potential')
in such a way that it may be able to purposefully facilitate a
group-DMC with learners in a second language classroom. The book's
accessible writing style makes it suitable for researchers and
students who are interested in second language learning as well as
for teachers and trainee teachers who are looking for classroom
inspiration.
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