专著推荐 | 二语动机研究（5卷本）

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二语动机研究 | 国际著作推荐

编者按：The desire to learn is often related to the concept of ‘motivation’. Motivation is the most used concept for explaining the failure or success of a language learner. Second language (L2) refers to a language an individual learns that is not his/her mother tongue, but is of use in the area of the individual. It is not the same as a foreign language, which is a language learned that is not generally spoken in the individual's area. In research on motivation, it is considered to be an internal process that gives behavior energy, direction and persistence in research (in other words, it gives behavior strength, purpose, and sustainability). Learning a new language takes time and dedication. Once you do, being fluent in a second language offers numerous benefits and opportunities. Learning a second language is exciting and beneficial at all ages. It offers practical, intellectual and many aspirational benefits. In learning a language, there can be one or more goals – such as mastery of the language or communicative competence – that vary from person to person. There are a number of language learner motivation models that were developed and postulated in fields such as linguistics and sociolinguistics, with relations to second-language acquisition in a classroom setting(Wikipedia).

通讯君特别推荐5卷本二语动机研究国际著作，涵盖动机与二语教师发展、动机消退、动机与自主学习等重要课题。

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The Role of Context in Language Teachers’ Self Development and Motivation:Perspectives from Multilingual Settings《语境在语言教师自我发展和动机中的作用：多语言环境下的视角》 

作者：Amy S. Thompson

售价：378元

简介：This book unpacks data from conversations with bi-/multilingual EFL teachers whose L1s are languages other than English and who are from understudied contexts – Argentina, Egypt, Estonia, Senegal, Turkey, Ukraine, and Vietnam – to provide insights into the formation of ideal teacher selves. The author discusses the complexities surrounding the development of the teachers' selves and motivation, as well as their intertwinement with the sociopolitical realities of their individual contexts. The work reveals how these realities, and the specific social interactions that occur therein, influence the language learning and teaching processes; it also challenges the notions of and the need for a native/non-native speaker dichotomy in the field. Expanding on Ushioda's (2009) person-in-context approach and reflecting on the multilingual settings of the teachers, the integration of the context-specific politics of language learning and teaching is a fresh approach to work in motivation.

目录：

1. Introduction

2. Senegal: 'We English teachers, we speak English'

3. Vietnam: 'English is a privilege for me'

4. Egypt: 'Why is he comparing her to a summer's day?'

5. Argentina: 'Learning the language will never end'

6. Turkey: 'I'm better than these guys'

7. Ukraine: 'I know how my people think'

8. Estonia: 'Teachers speak better'

9. Final Thoughts

References

Complexity in Classroom Foreign Language Learning Motivation

《课堂外语学习动机的复杂性》

作者：Richard J. Sampson

售价：389元 

简介：This book explores how complex systems theory can contribute to the understanding of classroom language learner motivation through an extended examination of one particular, situated research project. Working from the lived experience of the participants, the study describes how action research methods were used to explore the dynamic conditions operating in a foreign language classroom in Japan. The book draws attention to the highly personalised and individual, yet equally co-formed nature of classroom foreign language learning motivation and to the importance of agency and emotions in language learning. It presents an extended illustration of the applicability of complex systems theory for research design and process in SLA and its narrative approach shines light upon the evolving nature of research and role of the researcher. The study will be a valuable resource for practitioners, researchers and postgraduate students interested in classroom language teaching and learning, especially those with a focus on motivation among learners.

目录                      

1. Introduction

Part One: Growth – A Research Narrative

2. Groundings from Foreign Language Learning Motivation Research in Japan

3. A Move to Socio-Dynamic Motivation

4. Research Design

5. Action Research Narrative

Part Two: Re-viewing

6. Revisiting Complex Systems Theory

7. Class Group as Open System

8. Co-Adaptation between Self and Environment

9. Motivational Phase-Shifts and Self-Organisation across the Class Group

10. Novel Motivational Emergence in the Class Group

Part Three: Reciprocity

11. The Landscape of Classroom Motivation

12. Conclusion and Iteration       

Appendix

Glossary

References

Index

Motivational Dynamics in Language Learning 《 语言学习中的动机力度》

主编：Zoltán D?rnyei (University of Nottingham), Peter D. MacIntyre (Cape Breton University) and Alastair Henry (University West)

售价：429元

简介：This landmark volume offers a collection of conceptual papers and empirical research studies that investigate the dynamics of language learning motivation from a complex dynamic systems perspective. The contributors include some of the most well-established scholars from three continents, all addressing the question of how we can understand motivation if we perceive it as continuously changing and evolving rather than as a fixed learner trait. The data-based studies also provide useful research models and templates for graduate students and scholars in the fields of applied linguistics and SLA who are interested in engaging with the intriguing area of examining language learning in a dynamic vein.

目录

John Schumann: Foreword 

1. Zoltán Dörnyei, Peter D. MacIntyre and Alastair Henry: Introduction: Applying Complex Dynamic Systems Principles to Empirical Research on L2 Motivation 

Part I: Conceptual Summaries 

2. Diane Larsen-Freeman: Ten 'Lessons' from Complex Dynamic Systems Theory: What is on Offer 

3. Phil Hiver: Attractor States 

4. Kees de Bot: Rates of Change: Timescales in Second Language Development 

5. Marjolijn Verspoor: Initial Conditions 

6. Ema Ushioda: Context and Complex Dynamic Systems Theory 

7. Ali Al-Hoorie: Human Agency: Does the Beach Ball Have Free Will? 

8. Sarah Mercer: Social Network Analysis and Complex Dynamic Systems 

9. Alastair Henry: The Dynamics of Possible Selves 

10. Zoltán Dörnyei, Zana Ibrahim and Christine Muir: 'Directed Motivational Currents': Regulating Complex Dynamic Systems through Motivational Surges Part II: Empirical Studies 

11. Peter D. MacIntyre and Alicia Serroul: Motivation on a Per-Second Timescale: Examining Approach-Avoidance Motivation During L2 Task Performance 

12. Sarah Mercer: Dynamics of the Self: A Multilevel Nested Systems Approach 

13. Katalin Piniel and Kata Csizér: Changes in Motivation, Anxiety and Self-Efficacy during the Course of an Academic Writing Seminar 

14. Frea Waninge: Motivation, Emotion and Cognition: Attractor States in the Classroom 

15. Phil Hiver: Once Burned, Twice Shy: The Dynamic Development of System Immunity in Teachers 

16. Letty Chan, Zoltán Dörnyei and Alastair Henry: Learner Archetypes and Signature Dynamics in the Language Classroom: A Retrodictive Qualitative Modelling Approach to Studying L2 Motivation 

17. Tammy Gregersen and Peter D. MacIntyre: "I Can See a Little Bit of You on Myself": A Dynamic Systems Approach to the Inner Dialogue Between Teacher and Learner Selves 

18. Tomoko Yashima and Kumiko Arano: Understanding EFL Learners' Motivational Dynamics: A Three-Level Model from a Dynamic Systems and Sociocultural Perspective 

19. Alastair Henry: The Dynamics of L3 Motivation: A Longitudinal Interview/Observation-Based Study 

20. Kay Irie and Stephen Ryan: Study Abroad and the Dynamics of Change in Learner L2 Self-Concept 

21. Ryo Nitta and Kyoko Baba: Self-Regulation in the Evolution of the Ideal L2 Self: A Complex Dynamic Systems Approach to the L2 Motivational Self System 

22. Chenjing (Julia) You and Letty Chan: The Dynamics of L2 Imagery in Future Motivational Self-Guides 

23. Peter D. MacIntyre, Zoltán Dörnyei and Alastair Henry: Conclusion: Hot Enough to be Cool: The Promise of Dynamic Systems Research 

L2 Selves and Motivations in Asian Contexts 《亚洲语境中的L2自我与动机》

主编:   Matthew T. Apple, Dexter Da Silva, Terry Fellner

售价：439元

简介：This book fills an existing gap in language learning motivation research by examining the applications of current motivational theories and models from WEIRD (Western, educated, industrialized, rich, developed) contexts to educational systems in Asian contexts. All chapters are focused on second language (L2) motivation as it applies to the EFL situation in Asian countries where English is a mandatory subject in school. Themes in the volume cover the use of possible L2 selves as a theoretical model of motivation, the role of teacher motivation and demotivation in non-European educational systems, study abroad, motivation among adolescents, cross-cultural differences in learner motivation among Asian cultures and the influence of native speakerism on language motivation and cultural identity. This book will appeal to ESL/EFL educators, postgraduate students, researchers and teacher-trainers both inside and outside Asian countries, who are interested in research on L2 motivation in general and within Asian contexts in particular.

目录

Contributor Information              

Preface

1. Terry Fellner, Matthew Apple and Dexter Da Silva: Language Learning Motivation in Asia: Selves within Systems

2. Peter Gobel, Than Siew Ming and Setsuko Mori: Revisiting Studies on Causal Attribution and Self-Efficacy in ESL/EFL Contexts: Toward an Alternative Model

3. Tae-Young Kim: The Theoretical Interface Between Complex Dynamic Systems Theory And Sociocultural Theory In L2 (De)Motivation: A Qualitative Investigation

4. Huang Hung-Tzu and Chen I-Ling: L2 Selves in Motivation to Learn English as a Foreign Language: The Case Of Taiwanese Adolescents

5. Chen Szu-An: Fluctuation of L2 Motivation and Possible Causes: Taiwanese EFL Learners

6. Marcos Y. Lopez and Richard Gonzales: Examining the Relationship between Foreign Language Learning Motivation and Critical Thinking Motivation: The Case of Filipino Foreign Language Learners

7. Michiko Ueki and Osamu Takeuchi: The Impact of SA Experience on the Affective Changes Related To L2 Motivation: A Qualitative Study of the Processes of Change

8. Mingyue (Michelle) Gu And Xiaoyuan (Doris) Qu: The Discursive Construction Of College English Learners' Motivation In China

9. Amol Padwad and Krishna Dixit: Teacher Classroom Behavior and Teacher Motivation

10. Qian-Mei Zhang: Research On Second Language Teacher Motivation from a Vygotskyian Activity Theory Perspective: A Case Study of Two Novice English Teachers in China

11. Martin Lamb, Sri Puji Astuti and Nilawati Hadisantosa: What Motivates Indonesians to Study English? Learners' and Teachers' Views

12. Nathanael Rudolph: Beyond Essentialism: Apprehending 'Identity' and 'Motivation' Through A

Poststructural Lens

13. Matthew Apple and Dexter Da Silva: Language Learning Motivation in Asia: Current Trajectory and Possible Future

Index

Contemporary Language Motivation Theory：60 Years Since Gardner and Lambert (1959)《当代语言动机理论：经典理论60年回顾》

主编：Ali H. Al-Hoorie, Peter D. MacIntyre

售价：481元

简介：This book brings together contributions from the leaders of the language learning motivation field. The varied chapters demonstrate how Gardner's work remains integral to a diverse range of contemporary theoretical issues underlying the psychology of language, even today, 60 years after the publication of Gardner and Lambert's seminal 1959 paper. The chapters cover a wide selection of topics related to applied linguistics, second language acquisition, social psychology, sociology, methodology and historical issues. The book advances thinking on cutting-edge topics in these diverse areas, providing a wealth of information for both students and established scholars that show the continuing and future importance of Gardner and Lambert's ideas.

目录

Preface

Zoltán Dörnyei

Integrative Motivation: Sixty Years and Counting

Ali H. Al-Hoorie and Peter D. MacIntyre

Looking Back and Looking Forward

Robert C. Gardner

Part I: Second Language Development / Applied Linguistics

Chapter 1. James P. Lantolf and Merrill Swain: Perezhivanie: The Cognitive–Emotional Dialectic Within the Social Situation of Development

Chapter 2. Tammy Gregersen, Peter D. MacIntyre and Jessica Ross: Extending Gardner's Socio-Educational Model to Learner Well-being: Research Propositions Linking Integrative Motivation and PERMA theory

Chapter 3. Mercè Bernaus: Teachers' and Learners' Motivation in Multilingual Classrooms

Chapter 4. Peter D. MacIntyre, Jean-Marc Dewaele, Nicole MacMillan and Chengchen Li: The Emotional Underpinnings of Gardner's Attitudes and Motivation Test Battery

Part II: Social Psychology / Sociology

Chapter 5. Sara Rubenfeld and Richard Clément : Identity, Adaptation and Social Harmony: A Legacy of the Socio-Educational Model

Chapter 6. Jorida Cila and Richard Lalonde: What's in a Name? Motivations for Baby-naming in Multicultural Contexts

Chapter 7. Bonny Norton: Motivation, Identity, and Investment: A Journey with Robert Gardner

Part III: Historical / Methodological Issues

Chapter 8. Rebecca L. Oxford: Snapshots in Time: Time in Gardner's Theory and Gardner's Theory across Time

Chapter 9. Ema Ushioda: Researching L2 Motivation: Re-evaluating the Role of Qualitative Inquiry, or the 'Wine and Conversation' Approach

Chapter 10. Paul F. Tremblay: Quantitative Methods in Second Language Learning Motivation Research: Gardner's Contributions and Some New Developments

Chapter 11. Jennifer Claro : Identification with External and Internal Referents: Integrativeness and the Ideal L2 Self

Chapter 12. John Edwards: History, Philosophy and the Social Psychology of Language 

Part IV: Discussants

Chapter 13. Phil Hiver and Diane Larsen-Freeman: Motivation: It is a Relational System

Chapter 14. Elaine Horwitz: How Robert C. Gardner's Pioneering Social-Psychological Research Raised New Applied Questions about Second Language Acquisition

Epilogue

Howard Giles

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