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Motivation in Language Learning

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Essential Competencies for English-medium University Teaching

Part of the book series: Educational Linguistics ((EDUL,volume 27))

Abstract

This chapter provides an overview of theory and research in the area of language learning motivation. Theorizing into motivation has changed dramatically over the past three decades. The chapter provides a historical review of the development of theorizing in motivation from Gardner’s socio-educational model to Dörnyei’s process model. The chapter provides a picture of current thinking and research in the area of motivation. It considers motivation and its relation to self-beliefs and affect. In particular there is a focus on the situated nature of L2 motivation and the role of classrooms and teachers in motivating L2 learners. The chapter focuses on English, as this is a universally taught language and a lingua franca in many communicative situations in the world. Because of this, many of the traditional tenets of L2 motivation are not relevant. The conceptual development of L2 motivation has been matched by a methodological change that reflects an epistemological shift in the area. The chapter will address how qualitative longitudinal research is making a contribution to this area.

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Authors and Affiliations

  1. Faculty of Education and Social Work, University of Sydney, Sydney, NSW, 2006, Australia

    Lindy Woodrow

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  1. Lindy Woodrow
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Correspondence to Lindy Woodrow .

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Editors and Affiliations

  1. Instituto Cultura y Sociedad, Universidad de Navarra, Pamplona, Spain

    Ruth Breeze

  2. Universidad Politécnica de Madrid, Madrid, Spain

    Carmen Sancho Guinda

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Woodrow, L. (2017). Motivation in Language Learning. In: Breeze, R., Sancho Guinda, C. (eds) Essential Competencies for English-medium University Teaching. Educational Linguistics, vol 27. Springer, Cham. https://doi.org/10.1007/978-3-319-40956-6_16

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  • DOI: https://doi.org/10.1007/978-3-319-40956-6_16

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  • Publisher Name: Springer, Cham

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