Motivational connections in language classrooms : A research agenda
(2021) In Language Teaching 54(2). p.221-235- Abstract
- With roots in social psychology, second language (L2) motivation has largely been investigated using self-report techniques. Studies drawing on observational data gathered in contexts where learning takes place are rare, and understandings of how motivation evolves in classroom interactions remain limited (Boo, Dörnyei, & Ryan, 2015). In a position paper in Language Teaching, Ushioda (2016) maps out an agenda for qualitative research examining motivation that emerges in language classrooms. With a focus on psycholinguistic processes, and with the aim of understanding how motivation 'connects with specific aspects of second language acquisition [and] particular features of linguistic development', Ushioda makes the case for researching... (More)
- With roots in social psychology, second language (L2) motivation has largely been investigated using self-report techniques. Studies drawing on observational data gathered in contexts where learning takes place are rare, and understandings of how motivation evolves in classroom interactions remain limited (Boo, Dörnyei, & Ryan, 2015). In a position paper in Language Teaching, Ushioda (2016) maps out an agenda for qualitative research examining motivation that emerges in language classrooms. With a focus on psycholinguistic processes, and with the aim of understanding how motivation 'connects with specific aspects of second language acquisition [and] particular features of linguistic development', Ushioda makes the case for researching L2 motivation 'through a small lens' (p. 564). Furthering this agenda, I make proposals for research with a relational focus where, through a somewhat wider lens, motivation and engagement generated through connections created by teachers in their classroom practice can be investigated. To frame these proposals, I use the concept of connective instruction (Martin & Dowson, 2009). Connective instruction holds that motivation and engagement increase when students can connect with the teacher as a person, with content that the teacher enables them to get involved with, and with the working methods that the teacher promotes. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/2df86a8d-3b22-4c88-93d0-6675d5fa79e2
- author
- Henry, Alastair LU
- publishing date
- 2021
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- second language, Specific Languages, Studier av enskilda språk, L2 motivation
- in
- Language Teaching
- volume
- 54
- issue
- 2
- pages
- 15 pages
- publisher
- Cambridge University Press
- external identifiers
-
- scopus:85083894997
- ISSN
- 0261-4448
- DOI
- 10.1017/S0261444820000026
- language
- English
- LU publication?
- no
- additional info
- 2022-03-30T12:36:13.761+02:00
- id
- 2df86a8d-3b22-4c88-93d0-6675d5fa79e2
- date added to LUP
- 2023-09-06 08:56:44
- date last changed
- 2023-09-22 07:26:17
@article{2df86a8d-3b22-4c88-93d0-6675d5fa79e2,
abstract = {{With roots in social psychology, second language (L2) motivation has largely been investigated using self-report techniques. Studies drawing on observational data gathered in contexts where learning takes place are rare, and understandings of how motivation evolves in classroom interactions remain limited (Boo, Dörnyei, & Ryan, 2015). In a position paper in Language Teaching, Ushioda (2016) maps out an agenda for qualitative research examining motivation that emerges in language classrooms. With a focus on psycholinguistic processes, and with the aim of understanding how motivation 'connects with specific aspects of second language acquisition [and] particular features of linguistic development', Ushioda makes the case for researching L2 motivation 'through a small lens' (p. 564). Furthering this agenda, I make proposals for research with a relational focus where, through a somewhat wider lens, motivation and engagement generated through connections created by teachers in their classroom practice can be investigated. To frame these proposals, I use the concept of connective instruction (Martin & Dowson, 2009). Connective instruction holds that motivation and engagement increase when students can connect with the teacher as a person, with content that the teacher enables them to get involved with, and with the working methods that the teacher promotes.}},
author = {{Henry, Alastair}},
issn = {{0261-4448}},
keywords = {{second language; Specific Languages; Studier av enskilda språk; L2 motivation}},
language = {{eng}},
number = {{2}},
pages = {{221--235}},
publisher = {{Cambridge University Press}},
series = {{Language Teaching}},
title = {{Motivational connections in language classrooms : A research agenda}},
url = {{http://dx.doi.org/10.1017/S0261444820000026}},
doi = {{10.1017/S0261444820000026}},
volume = {{54}},
year = {{2021}},
}