Identity, Motivation and Autonomy in Language Learning / / ed. by Garold Murray, Xuesong (Andy) Gao, Terry Lamb.

• Superior document: Title is part of eBook package: De Gruyter MultiLingual Matters Backlist eBook-Package 2000-2013
• MitwirkendeR: Breidbach, Stephan,; Chik, Alice,; Cowie, Neil,; Gao, Xuesong,; Huang, Jing,; Lamb, Martin,; Lamb, Terry,; Lázaro, Noemí,; Malcolm, Diane,; Mercer, Sarah,; Murphy, Linda,; Murray, Garold,; Paiva, Vera Lúcia Menezes De Oliveira E,; Reinders, Hayo,; Ryan, Stephen,; Sade, Liliane Assis,; Sakui, Keiko,; Ushioda, Ema,; Zaragoza, E. Desirée Castillo,; Zhang, Lawrence Jun,
• HerausgeberIn: Gao, Xuesong (Andy),; Lamb, Terry,; Murray, Garold,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2011]; ©2011
• Year of Publication: 2011
• Language: English
• Series: Second Language Acquisition
• Physical Description: 1 online resource (280 p.)

In this volume researchers from Asia, Europe, the Middle East and North and South America employ a variety of theoretical perspectives and methodological approaches in their exploration of the links between identity, motivation, and autonomy in language learning. On a conceptual level the authors explore issues related to agency, metacognition, imagination, beliefs, and self. The book also addresses practice in classroom, self-access, and distance education contexts, considering topics such as teachers’ views on motivation, plurilingual learning, sustaining motivation in distance education, pop culture and gaming, study abroad, and the role of agency and identity in the motivation of pre-service teachers. The book concludes with a discussion of how an approach which sees identity, motivation, and autonomy as interrelated constructs has the potential to inform theory, practice and future research directions in the field of language teaching and learning.

Table of Contents

Frontmatter -- Contents -- Contributors -- 1. Exploring Links between Identity, Motivation and Autonomy -- Part 1: Emerging Theoretical Perspectives -- 2. Motivating Learners to Speak as Themselves -- 3. Joining Forces for Synergy: Agency and Metacognition as Interrelated Theoretical Perspectives on Learner Autonomy -- 4. Emerging Selves, Language Learning and Motivation through the Lens of Chaos -- 5. Identity, Motivation and Autonomy in Second Language Acquisition from the Perspective of Complex Adaptive Systems -- Part 2: Independent Learning Settings -- 6. Imagination, Metacognition and the L2 Self in a Self-Access Learning Environment -- 7. Identity, Motivation and Plurilingualism in Self-Access Centers -- 8. ‘Why am I Doing This?’ Maintaining Motivation 8 ‘Why am I Doing This?’ Maintaining Motivation in Distance Language Learning -- 9. Beliefs, Identity and Motivation in Implementing Autonomy: The Teacher’s Perspective -- Part 3: Cultures and Contexts -- 10. Identity, Motivation and Autonomy: A Tale of Two Cities -- 11. Natural Talent, Natural Acquisition and Abroad: Learner Attributions of Agency in Language Learning -- 12. Future Selves, Motivation and Autonomy in Long-Term EFL Learning Trajectories -- 13. ‘Failing’ to Achieve Autonomy in English for Medical Purposes -- 14. Crucial but Neglected: English as a Foreign Language Teachers’ Perspectives on Learner Motivation -- 15. A Dynamic Account of Autonomy, Agency and Identity in (T)EFL Learning -- 16. Identity, Motivation and Autonomy: Stretching our Boundaries -- Index