El. knyga: L2 Selves and Motivations in Asian Contexts

A timely and highly ambitious work highlighting the value of situating theory and research in specific educational situations. Hopefully, this book will serve as an inspiration to educators and researchers across Asia, encouraging them to develop their own original, independent voices, less concerned with conforming to ideas emerging from elsewhere. * Stephen Ryan, Waseda University, Japan * This edited volume is testimony to the significance of L2 motivation in all the diversity of learning contexts and teaching approaches. The chapters represent a variety of voices and perspectives, aiming to fulfil the editors intention to 'provoke, influence, and give rise to future studies in other subsystems of L2 motivation in SLA'. There is something precious for every practitioner and scholar in this collection. * Zoltįn Dörnyei, University of Nottingham, UK * This rich, diverse collection of chapters offers an excellent socially situated but yet universal perspective on SLA motivation and self-related research. It will be invaluable for scholars across the globe raising fascinating questions about key contemporary approaches to both teacher and learner motivation. It represents a veritable treasure-trove of scholarship to reflect upon. * Sarah Mercer, University of Graz, Austria * The book accomplishes the editors objective of presenting situated perspectives on L2 learning and motivation in Asian contexts. Teachers and researchers will find much to apply to their practice in this collection. -- Aaron Doyle, The University of Hong Kong * The Asian Journal of Applied Linguistics Vol. 4 No. 1, 2017 * I recommend this book to both theorists and practitioners as it aims to stimulate thought as well as provoke argument on the central topic of L2 selves and motivation from a person in context (Ushioda, 2013) view. Each chapter provides unique insight into the teaching and learning context in which the studies take place, enriching the entire body of L2 motivation research and reversing the flow of knowledge from the periphery to the center. -- Andrew McCarthy, J. F. Oberlin Academy, Japan * JALT Journal, 42.1 *