This book clarifies the fundamental difference between North America-based instrumental motivation and Korea (and East Asia)-specific competitive motivation by which the EFL learners’ excessive competition to be admitted to famous universities and to be hired at a large-scale conglomerate is the main source of L2 motivation. It enables readers to understand that EFL-learning motivation reflects unique sociohistorical contexts grounded in a specific region or country. This book in turn necessitates the need to develop EFL motivation theory and research tradition which are firmly based on East Asian values and culture.
In this thought-provoking book, Ema Ushioda asks why we research language learning motivation, whose interests the research serves, and who ultimately benefits. Examining the major theoretical and research developments in this vibrant field from its origins to the present day, the author interrogates the goals and values driving academic inquiry, and argues for a more socially conscious and socially responsive orientation to researching language learning motivation. The book challenges this research field to contribute to critical movements in applied linguistics to address globally and locally relevant societal issues where language and motivation matter. “Ema Ushioda’s compelling, authoritative and timely book re-writes the story of L2 motivation research through the ethical lens. Her probing reflection is not meant to soothe but to ask difficult questions about why we research and for whom. It is impossible to imagine future L2 motivation scholarship that does not treat them seriously.” Maggie Kubanyiova, Professor of Language Education, University of Leeds Ema Ushioda is a Professor and Head of the Department of Applied Linguistics at the University of Warwick Oxford Applied Linguistics Series Advisers: Anne Burns and Diane Larsen-Freeman
This longitudinal qualitative study explores the motivation and identity development of students in a comprehensive university who are learning English as a second language (L2). It is set in the contemporary People's Republic of China, where dramatic sociocultural, political and economical changes are taking place. Multiple research methods, including interviews, diary studies and recorded interactions, are employed. The author considers in her study both the impact of broader issues such as globalization and more local social development on language learners at tertiary-level in China, and the effects of discourse and community in constructing motivation. This study combines detailed linguistic analysis with sociocultural theory, together with the concept of communities of practice. In so doing, the author investigates the social, historical, linguistic and individualistic factors that combine dynamically over time to co-construct learners' motivation. A critical discourse analysis approach to exploring language learner motivation presents an enhanced understanding of the relationship between motivation and interaction, providing a line of enquiry and manifold new insights.
This book brings together contributions from the leaders of the language learning motivation field. The varied chapters demonstrate how Gardner’s work remains integral to a diverse range of contemporary theoretical issues underlying the psychology of language, even today, 60 years after the publication of Gardner and Lambert’s seminal 1959 paper. The chapters cover a wide selection of topics related to applied linguistics, second language acquisition, social psychology, sociology, methodology and historical issues. The book advances thinking on cutting-edge topics in these diverse areas, providing a wealth of information for both students and established scholars that show the continuing and future importance of Gardner and Lambert’s ideas.
This landmark volume offers a collection of conceptual papers and data-based research studies that investigate the dynamics of language learning motivation from a complex dynamic systems perspective. The chapters seek to answer the question of how we can understand motivation if we perceive it as a continuously changing and evolving entity rather than a fixed learner trait.
In the half century after 1945, South Korea went from an impoverished, largely rural nation ruled by a succession of authoritarian regimes to a prosperous, democratic industrial society. No less impressive was the country's transformation from a nation where a majority of the population had no formal education to one with some of the world's highest rates of literacy, high school graduates, and university students. Drawing on their premodern and colonial heritages as well as American education concepts, South Koreans have been largely successful in creating a schooling system that is comprehensive, uniform in standard, and universal. The key to understanding this educational transformation is South Korean society's striking, nearly universal preoccupation with schooling-what Korean's themselves call their "education fever." This volume explains how Koreans' concern for achieving as much formal education as possible appeared immediately before 1945 and quickly embraced every sector of society. Through interviews with teachers, officials, parents, and students and an examination of a wide range of written materials in both Korean and English, Michael Seth explores the reasons for this social demand for education and how it has shaped nearly every aspect of South Korean society. He also looks at the many problems of the Korean educational system: the focus on entrance examinations, which has tended to reduce education to test preparation; the overheated competition to enter prestige schools; the enormous financial burden placed on families for costly private tutoring; the inflexibility created by an emphasis on uniformity of standards; and the misuse of education by successive governments for political purposes.
This book synthesises current theory and research on L2 motivation in the EFL Japanese context covering topics such as the issues of cultural identity, demotivation, language communities, positive psychology, possible L2 selves and internationalisation within a key EFL context.
Drawing on examples from a wide range of languages and social settings, The Routledge Handbook of Sociolinguistics Around the World was originally the first single-volume collection surveying the current research trends in international sociolinguistics. This new edition has been comprehensively updated and significantly expanded, and now includes more than 50 chapters written by leading authorities and a brand-new substantial introduction by John Edwards. Coverage has been expanded regionally and there is a critical focus on Indigenous languages. This handbook remains a key tool to help widen the perspective on sociolinguistics to readers interested in the field. Divided into sections covering the Americas, Asia, Australasia, Africa, and Europe, the book provides readers with a solid, up-to-date appreciation of the interdisciplinary nature of the field of sociolinguistics in each area. It clearly explains the patterns and systematicity that underlie language variation in use, along with the ways in which alternations between different language varieties mark personal style, social power, and national identity. The Routledge Handbook of Sociolinguistics Around the World is the ideal resource for all students in undergraduate sociolinguistics courses and for researchers involved in the study of language, society, and power.
This latest volume of the Register of Educational Research in the United Kingdom lists all the major research projects being undertaken in Britain during the latter months of 1992, the whole of 1993 and 1994 and the early months of 1995. Each entry provides names and addresses of the researchers, a detailed abstract, the source and amount of the grant(where applicable), the length of the project and details of published material about the research.
This book unpacks data from conversations with bi-/multilingual EFL teachers whose L1s are languages other than English and who are from understudied contexts – Argentina, Egypt, Estonia, Senegal, Turkey, Ukraine, and Vietnam – to provide insights into the formation of ideal teacher selves. The author discusses the complexities surrounding the development of the teachers’ selves and motivation, as well as their intertwinement with the sociopolitical realities of their individual contexts. The work reveals how these realities, and the specific social interactions that occur therein, influence the language learning and teaching processes; it also challenges the notions of and the need for a native/non-native speaker dichotomy in the field. Expanding on Ushioda’s (2009) person-in-context approach and reflecting on the multilingual settings of the teachers, the integration of the context-specific politics of language learning and teaching is a fresh approach to work in motivation.
