Motivation, Language Identity and the L2 Self

Zoltán Dörnyei, Ema Ushioda
Multilingual Matters, 12 ene 2009 - 352 páginas

Due to its theoretical and educational significance within the language learning process, the study of L2 motivation has been an important area of second language acquisition research for several decades. Over the last few years L2 motivation research has taken an exciting new turn by focusing increasingly on the language learner’s situated identity and various self-perceptions. As a result, the concept of L2 motivation is currently in the process of being radically reconceptualised and re-theorised in the context of contemporary notions of self and identity. With contributions by leading European, North American and Asian scholars, this volume brings together the first comprehensive anthology of key conceptual and empirical papers that mark this important paradigmatic shift.



The L2 Motivational Self System
Two Indonesian School
The Baby the Bathwater and the Future of Language
MacIntyre Sean P Mackinnon and Richard Clement 43 4 The L2 Motivational Self System among Japanese Chinese
Learning Experiences Selves and Motivated Learning
The Ideal
International Posture and the Ideal L2 Self in
The Relation Between the Ideal
Selves as a Source of Language Learning Motivation
A PersoninContext Relational View of Emergent
Imagined Identity and the L2 Self in the French
The Internalisation of Language Learning into
Possible Selves in Language Teacher Development
Identity and Self in Elanguage Teaching
Author Index
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Sobre el autor (2009)

Zoltán Dörnyei is Professor of Psycholinguistics at the School of English, University of Nottingham. He has published widely on various aspects of second language acquisition and language learning motivation including Motivation, Language Identity and the L2 Self (2009, edited with Ema Ushioda).

Ema Ushioda is an Associate Professor in ELT and Applied Linguistics at the Centre for Applied Linguistics, University of Warwick where she teaches MA courses and coordinates the Doctorate in Education. Her research interests include language motivation, autonomy, sociocultural theory and teacher development. Her publications include Learner Autonomy 5: The Role of Motivation (1996, Authentik), Towards Greater Learner Autonomy in the Foreign Language Classroom (2002, Authentik, co-authored with David Little and Jennifer Ridley) and Learner Autonomy in the Foreign Language Classroom: Teacher, Learner, Curriculum and Assessment (2003, Authentik, co-edited with David Little and Jennifer Ridley).

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