Abstract
Motivation is widely recognised as a significant factor influencing success in second or foreign language (L2) learning, and is perhaps one of the key variables that distinguishes first language acquisition from second language acquisition. After all, while motivation is not really an issue in the case of infants acquiring their mother tongues, being motivated (or not) can make all the difference to how willingly and successfully people learn other languages later in life (Ushioda, 2010: 5). The study of language learning motivation has a long history, dating back to the early pioneering work of Gardner and Lambert (1959) in Canada, and has generated a large body of literature. On the whole, this literature has been driven by the pursuit of explanatory theoretical models of motivation and their empirical exploration in a variety of formal and informal learning contexts. This is reflected in the current push towards new analyses of L2 motivation in terms of concepts of self and identity and of complexity theory (see, for example, the collections of conceptual and empirical papers in Dörnyei & Ushioda, 2009; Murray, Gao & Lamb, 2011). Since the 1990s, it is true to say that the research literature has increasingly concerned itself with motivation issues and practices of relevance to teachers, leading to the development of pedagogical recommendations in areas such as motivational strategies (Dörnyei, 2001), group dynamics (Dörnyei & Murphey, 2003), or teachers’ communicative style (Noels et al., 1999).
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Ushioda, E. (2013). Motivation and ELT: Global Issues and Local Concerns. In: Ushioda, E. (eds) International Perspectives on Motivation. International Perspectives on English Language Teaching. Palgrave Macmillan, London. https://doi.org/10.1057/9781137000873_1
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DOI: https://doi.org/10.1057/9781137000873_1
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