Motivation and Experience in Foreign Language Learning

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Peter Lang, 2006 - Language Arts & Disciplines - 316 pages
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Until now, there has been relatively little research on the links between motivation and learning experiences within the domain of language learning. This volume attempts to fill that gap.
It explores the developmental processes of intrinsic motivation and of autonomy in foreign language learning and investigates the links between learners' educational experiences and ways in which such learners develop certain types of motivation. The book draws on various sources in educational psychology and philosophy, including Dewey, Vygotsky, Bruner, Deci, Ryan, and Weiner.
The book conceptualises language learning motivation and offers an overview of motivation research, both in educational psychology and in language learning. The author reports on research findings from studies of qualitative or interpretative and quantitative approaches, whose participants were EFL Japanese university students, and offers proposals for helping learners to motivate themselves.
 

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Motivation and Experience in Foreign Language Learning

Contents

Preface
11
Why experience and environments are vital
17
Conceptualising Motivation
23
Conceptualising language learning motivation
40
Summary
48
Gradual move to research in the classroom
62
Summary
69
Factors relating to individual beliefs
81
Summary of the research design
191
Summary
198
Discussion
212
Research questions of study 2
226
Summary
238
A goaldirected learner
239
Learner K An intrinsically motivated learner
247
Learner A A reflective learner
256

Autonomy in learning
94
Summary
110
Educational Context
151
Problematical issues In English language education
162
Overview of language learning motivation research
170
Methods in language learning motivation research
177
Discussion
264
Summary
270
Bibliography
279
Appendices
303
Index of Themes
309
Copyright

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About the author (2006)

The Author: Yoshiyuki Nakata is an associate professor of English language education at Hyogo University of Teacher Education. He teaches English at undergraduate level and theory of English language teaching at graduate level. He received his Ph.D. from Trinity College, Dublin. His research interests include language learning motivation and teacher/learner autonomy.

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