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This book provides an overview of second language (L2) motivation
research in a specific European context: Hungary, which has proved
to offer an important laboratory for such research, as a number of
major political changes over the past 30 years have created a
changing background for L2 learning in an increasingly globalized
world. The book provides an overview of theoretical research on L2
motivation, together with detailed information on large-scale L2
motivation studies in Hungary. Further, it presents a meta-analysis
of the most important investigations, and qualitative data on
teachers' views regarding success in L2 learning. In turn, the
interdisciplinary nature of L2 motivation is taken into account and
relevant antecedent constructs to L2 motivation are investigated.
Lastly, the book outlines possible future directions for L2
motivation research.
This handbook offers an authoritative, one-stop reference work for
the dynamic and expanding field of language learning motivation.
The 32 chapters have been specially commissioned from the field's
most influential researchers and writers. Together they present a
compelling picture of the motivations people have for learning
languages, the diverse ways we can research motivation, and the
implications for promoting and sustaining learners' motivation. The
first section outlines the main theoretical approaches to language
learning motivation; the next section presents ways in which
motivation theory has been applied in practice; the third section
showcases examples of motivation research in particular contexts
and with particular types of language learners; and the final
section describes the exciting directions that contemporary
research is taking, promising important new insights for academics
and practitioners alike.
This book provides an overview of second language (L2) motivation
research in a specific European context: Hungary, which has proved
to offer an important laboratory for such research, as a number of
major political changes over the past 30 years have created a
changing background for L2 learning in an increasingly globalized
world. The book provides an overview of theoretical research on L2
motivation, together with detailed information on large-scale L2
motivation studies in Hungary. Further, it presents a meta-analysis
of the most important investigations, and qualitative data on
teachers' views regarding success in L2 learning. In turn, the
interdisciplinary nature of L2 motivation is taken into account and
relevant antecedent constructs to L2 motivation are investigated.
Lastly, the book outlines possible future directions for L2
motivation research.
This edited volume seeks to highlight the effects of self-concept
on L2 learning and teaching by considering a wide range of theories
as well as their practical application. The book is divided into
four sections and includes: chapters discussing various approaches
related to self-concept; empirical studies related to the selves of
the learners; research from teachers' perspectives on students'
self-concept; and L2 motivational intervention studies associated
with the development of self-concept of language learners. The
volume contains a collection of studies from around the world
(Central Europe, Canada, Asia and Australia) which were carried out
using a variety of research methods and have a range of foci
including adult and young learners, public and private education,
foreign and second language settings, and teacher and learner
motivation.
This handbook offers an authoritative, one-stop reference work for
the dynamic and expanding field of language learning motivation.
The 32 chapters have been specially commissioned from the field's
most influential researchers and writers. Together they present a
compelling picture of the motivations people have for learning
languages, the diverse ways we can research motivation, and the
implications for promoting and sustaining learners' motivation. The
first section outlines the main theoretical approaches to language
learning motivation; the next section presents ways in which
motivation theory has been applied in practice; the third section
showcases examples of motivation research in particular contexts
and with particular types of language learners; and the final
section describes the exciting directions that contemporary
research is taking, promising important new insights for academics
and practitioners alike.
This volume presents the results of the largest ever language
attitude/motivation survey in second language studies. The research
team gathered data from over 13,000 Hungarian language learners on
three successive occasions: in 1993, 1999 and 2004. The examined
period covers a particularly prominent time in Hungary's history,
the transition from a closed, Communist society to a western-style
democracy that became a member of the European Union in 2004. Thus,
the book provides an 'attitudinal/motivational flow-chart'
describing how significant sociopolitical changes affect the
language disposition of a nation. The investigation focused on the
appraisal of five target languages - English, German, French,
Italian and Russian - and this multi-language design made it also
possible to observe the changing status of the different languages
in relation to each other over the examined 12-year period. Thus,
the authors were in an ideal position to investigate the ongoing
impact of language globalisation in a context where for various
political/historical reasons certain transformation processes took
place with unusual intensity and speed. The result is a unique
blueprint of how and why language globalisation takes place in an
actual language learning environment.
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