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Innovations and Challenges in Language Learning Motivation provides a cutting-edge perspective on the latest challenges and innovations in language learning motivation, incorporating numerous examples and cases in mainstream psychology and in the field of second language acquisition. Drawing on over three decades of research experience as well as an extensive review of the latest psychological and SLA literature, Dörnyei provides an accessible overview of these cutting-edge areas and covers novel topics that have not yet been addressed in L2 motivation research, such as:

fundamental theoretical questions such as mental time travel, ego depletion, psychological momentum and passion, and how the temporal dimension of motivation can be made consistent with a learner attribute;

key challenges concerning the notion of L2 motivation, ranging from issues about the nature of motivation (e.g. trait, state or a process?) and questions surrounding unconscious versus conscious motivation, the motivational capacity of vision, and long-term motivation and persistence;

highly practical classroom-specific challenges such as how technological advances could be better integrated in teachers repertoires of motivational strategies.

This distinctive book from one of the key voices in the field will be essential reading for students in the field of TESOL and Applied Linguistics, as well as language teachers and teacher educators.

Recenzijos

'Zoltįn Dörnyei has produced a masterful account of key challenges and innovations in contemporary language learning motivation research, drawing on a wide literature base extending into many areas of mainstream psychology. Through his impressive breadth of scholarship, insightful analysis and sheer enthusiasm for the subject, he succeeds admirably in showing why the topic of language learning motivation continues to fascinate and to challenge us, and how much more we have yet to explore. This book will be of interest to all those engaged in researching or promoting motivation in language learning.'

Professor Ema Ushioda, Director of the Centre for Applied Linguistics, University of Warwick, UK

Series editor's preface vii
Introduction: The ever-changing landscape of language learning motivation research 1(3)
1 Fundamental challenges I: The conceptualisation of `motivation'
4(17)
Challenge 1 What is motivation: a trait, a state or a process?
4(5)
Challenge 2 How can we conceptualise motivation in a process-oriented manner?
9(5)
Challenge 3 Is it possible to distinguish motivation from affect and cognition?
14(1)
Challenge 4 Conscious versus unconscious motivation
15(6)
2 Fundamental challenges II: Motivational dynamics
21(29)
Challenge 5 How to account for the context of motivation
21(11)
Challenge 6 The issue of different timescales
32(4)
Challenge 7 The interference of multiple parallel goals
36(5)
Challenge 8 How to handle the dynamic complexity of motivation
41(9)
3 Fundamental challenges III: Motivation applied
50(26)
Challenge 9 Motivation and SLA
50(3)
Challenge 10 How to enhance motivation meaningfully, without carrots and sticks
53(12)
Challenge 11 How can we measure a dynamic concept such as motivation?
65(11)
4 Research frontiers I: Unconscious motivation
76(24)
Human agency and its unconscious limits
77(7)
Unconscious goal setting and goal pursuit
84(3)
Dual-process theories and the interaction of the conscious and the unconscious mind
87(1)
Researching unconscious motivation
88(8)
Summary
96(4)
5 Research frontiers II: Vision
100(36)
What is vision?
101(8)
Applications of vision in the social sciences
109(6)
How does vision motivate?
115(8)
Vision and L2 motivation
123(5)
Summary
128(8)
6 Research frontiers III: Long-term motivation and persistence
136(30)
High-octane motivational fuel: `Self-concordant vision'
137(2)
Limiting energy depletion through energy saving
139(3)
Regenerating energy 1 Lessons from `directed motivational currents'
142(3)
Regenerating energy 2 Lessons from `psychological momentum'
145(6)
Augmenting energy with positive emotionality
151(2)
Motivational breakdown cover: Persistence and self-control
153(8)
Summary
161(5)
Conclusion 166(3)
Author index 169(7)
Subject index 176
Zoltįn Dörnyei is Professor of Psycholinguistics at the School of English, University of Nottingham, UK. He has published extensively on various aspects of language learner characteristics and second language acquisition, and he is the (co-)author of over 90 academic papers and 25 books.