Motivation for Formal Learning of Multiple Languages
This chapter is an overview of motivation and multilingualism, as it pertains to the field of Applied Linguistics. Using the L2 motivational self system (L2MSS) as the motivational framework, several key issues related to the intersection of multilingualism and motivation are discussed. For example, dynamicity, cultural interest, order of acquisition, English versus languages other than English, number of selves, the importance of context, and pedagogical implications are all themes covered in this chapter. Additionally, new directions for research in this area, such as the anti-ought-to self, Perceived Positive Language Interaction, and the multilingual self, are also introduced. The chapter concludes with a call for further research in the area of motivation and multilingualism in order to more fully understand the language acquisition process.
- Brehm, J. (1966). A theory of psychological reactance. New York: Academic.Google Scholar
- Dörnyei, Z., & Kubanyiova, M. (2014). Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge: Cambridge University Press.Google Scholar
- García, O. (2009). Bilingual education in the 21st century: A global perspective. Oxford: Wiley-Blackwell.Google Scholar
- Henry, A. (2015). In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 83–94). Bristol, UK: Multilingual Matters.Google Scholar
- May, S. (2014). The multilingual turn: Implications for SLA, TESOL, and bilingual education. New York: Routledge/Taylor & Francis.Google Scholar
- Odlin, T. (2008). Cross-linguistic influence. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 436–486). Malden, MA: Wiley–Blackwell.Google Scholar
- Ortega, L. (2014). Ways forward for a bi/multilingual turn for SLA). In S. May (Ed.), The multilingual turn: Implications for SLA, TESOL, and bilingual education (pp. 32–52). London: Routledge.Google Scholar
- Thompson, A.S. (2009). The multilingual/bilingual dichotomy: An exploration of individual differences (Doctoral Dissertation). Retrieved from https://eric.ed.gov (ED512890).
- Thompson, A. S. (2016). How do multilinguals conceptualize interactions among languages studied? Operationalizing perceived positive language interaction (PPLI). In L. Ortega, A. Tyler, & M. Uno (Eds.), The Usage-based study of language learning and multilingualism (pp. 91–111). Georgetown: Georgetown University Press.Google Scholar
- Thompson, A. S., & Huensch, A. (2017). Pronunciation attitudes: The role of multilingual status and perceived positive language interaction (PPLI). In M. O’Brien & J. Levis (Eds.), Proceedings of the 8th pronunciation in second language learning and teaching conference (pp. 144–154). Ames, IA: Iowa State University.Google Scholar
- Thompson, A. S., & Liu, Y. (2018). Multilingualism and emergent selves: Further development of the anti-ought-to self. International Journal of Bilingual Education and Bilingualism., 1–18. https://doi.org/10.1080/13670050.2018.1452892
- Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 215–228). Bristol, UK: Multilingual Matters.Google Scholar