Directed motivational currents (DMCs) are goal-directed motivational surges in pursuit of a much-desired personal outcome. This book introduces the reader to cutting-edge theory and research in second language learner motivation and presents empirical research which investigates DMCs in the context of language learning. The studies explore the wider relevance of DMC theory from participants recruited worldwide, answering questions such as how many (and which) participants reported having experienced DMCs and what emerged as common triggers initiating such experiences. The studies also discuss the pedagogical implications of DMC theory, investigating whether it is possible to design and implement a project (specifically, a project ‘with DMC potential’) in such a way that it may be able to purposefully facilitate a group-DMC with learners in a second language classroom. The book’s accessible writing style makes it suitable for researchers and students who are interested in second language learning as well as for teachers and trainee teachers who are looking for classroom inspiration.
Table of Content
Foreword
Section One. Introducing DMCs and Intensive Group Projects
Chapter One. Key Threads in the Field L2 Motivation Research and the Emergence of Directed Motivational Currents
Chapter Two. What Exactly is a DMC? Key Definitions and Core Characteristics
Chapter Three. DMCs in the L2 Classroom: Group-DMCs and Intensive Group Projects (‘with DMC Potential’)
Section Two. DMCs Worldwide: A Truly Global Phenomenon?
Chapter Four. Section Two Methodology
Chapter Five. First Look Results: Investigating the Wider Relevance and Recognisability of DMCs
Chapter Six. Exploring Commonly Reported Triggers & the Experience of DMCs
Section Three. From Theory to Application: Group-DMCs in the L2 Classroom
Chapter Seven. Section Three Methodology
Chapter Eight. Group-DMC Emergence: Assessing the Evidence
Chapter Nine. Intensive Group Projects ‘with DMC Potential’: Refining the Key Criteria for Success
Section Four. The Future of DMC Research
Chapter Ten. Revisiting the Seven Frameworks for Focused Interventions & the Future of DMC Research
Afterword
About the author
Christine Muir is an Assistant Professor in Second Language Acquisition in the School of English, University of Nottingham. She has published on varied topics relating to the psychology of language learning and teaching, particularly in the area of individual and group-level motivation in language education. Recent publications include Directed motivational currents and language education: Exploring implications for pedagogy (in press, Multilingual Matters) and Role Models in Language Learning: Results of a Large-Scale International Survey (2019, Applied Linguistics, with Zoltán Dörnyei & Svenja Adolphs).
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