Complexity in Classroom Foreign Language Learning Motivation : : A Practitioner Perspective from Japan / / Richard J. Sampson.

• Superior document: Title is part of eBook package: De Gruyter MultiLingual Matters Complete eBook-Package 2016
• VerfasserIn: Sampson, Richard J.,
• MitwirkendeR: Sampson, Richard J.,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2016]; ©2016
• Year of Publication: 2016
• Language: English
• Series: Second Language Acquisition
• Physical Description: 1 online resource
• Other title: Frontmatter --; Contents --; Tables and Figures --; Acknowledgements --; 1. Introduction --; Part 1: 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 2: 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 3: Reciprocity --; 11. The Landscape of Classroom Motivation --; 12. Conclusion and Iteration --; Appendix A: Overview of English Course --; Appendix B: Learning Journal Instructions --; Appendix C: Outline of Sessions in Action Research Cycles --; Appendix D: Change-action in Cycle 1 --; Appendix E: Change-action in Cycle 3 --; Appendix F: Change-action in Cycle 4 --; Appendix G: Change-action in Cycle 5 --; Appendix H: Outline of Final Infomercial Project --; Glossary --; References --; Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781783095896; 9783110663112; 9783110606706
• DOI: 10.21832/9781783095896
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Richard J. Sampson.

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.