This landmark volume offers a collection of conceptual papers and empirical research studies that investigate the dynamics of language learning motivation from a complex dynamic systems perspective. The contributors include some of the most well-established scholars from three continents, all addressing the question of how we can understand motivation if we perceive it as continuously changing and evolving rather than as a fixed learner trait. The data-based studies also provide useful research models and templates for graduate students and scholars in the fields of applied linguistics and SLA who are interested in engaging with the intriguing area of examining language learning in a dynamic vein.
Inhoudsopgave
John Schumann: Foreword
1. Zoltán Dörnyei, Peter D. Mac Intyre and Alastair Henry: Introduction: Applying Complex Dynamic Systems Principles to Empirical Research on L2 Motivation
Part I: Conceptual Summaries
2. Diane Larsen-Freeman: Ten ‘Lessons’ from Complex Dynamic Systems Theory: What is on Offer
3. Phil Hiver: Attractor States
4. Kees de Bot: Rates of Change: Timescales in Second Language Development
5. Marjolijn Verspoor: Initial Conditions
6. Ema Ushioda: Context and Complex Dynamic Systems Theory
7. Ali Al-Hoorie: Human Agency: Does the Beach Ball Have Free Will?
8. Sarah Mercer: Social Network Analysis and Complex Dynamic Systems
9. Alastair Henry: The Dynamics of Possible Selves
10. Zoltán Dörnyei, Zana Ibrahim and Christine Muir: ‘Directed Motivational Currents’: Regulating Complex Dynamic Systems through Motivational Surges Part II: Empirical Studies
11. Peter D. Mac Intyre and Alicia Serroul: Motivation on a Per-Second Timescale: Examining Approach-Avoidance Motivation During L2 Task Performance
12. Sarah Mercer: Dynamics of the Self: A Multilevel Nested Systems Approach
13. Katalin Piniel and Kata Csizér: Changes in Motivation, Anxiety and Self-Efficacy during the Course of an Academic Writing Seminar
14. Frea Waninge: Motivation, Emotion and Cognition: Attractor States in the Classroom
15. Phil Hiver: Once Burned, Twice Shy: The Dynamic Development of System Immunity in Teachers
16. Letty Chan, Zoltán Dörnyei and Alastair Henry: Learner Archetypes and Signature Dynamics in the Language Classroom: A Retrodictive Qualitative Modelling Approach to Studying L2 Motivation
17. Tammy Gregersen and Peter D. Mac Intyre: “I Can See a Little Bit of You on Myself”: A Dynamic Systems Approach to the Inner Dialogue Between Teacher and Learner Selves
18. Tomoko Yashima and Kumiko Arano: Understanding EFL Learners’ Motivational Dynamics: A Three-Level Model from a Dynamic Systems and Sociocultural Perspective
19. Alastair Henry: The Dynamics of L3 Motivation: A Longitudinal Interview/Observation-Based Study
20. Kay Irie and Stephen Ryan: Study Abroad and the Dynamics of Change in Learner L2 Self-Concept
21. Ryo Nitta and Kyoko Baba: Self-Regulation in the Evolution of the Ideal L2 Self: A Complex Dynamic Systems Approach to the L2 Motivational Self System
22. Chenjing (Julia) You and Letty Chan: The Dynamics of L2 Imagery in Future Motivational Self-Guides
23. Peter D. Mac Intyre, Zoltán Dörnyei and Alastair Henry: Conclusion: Hot Enough to be Cool: The Promise of Dynamic Systems Research
Over de auteur
Alastair Henry is Professor of language education at University West, Sweden. His research involves the psychology of language learning and teaching. In addition to motivation, his work has focused on teacher identities, digital technology and language choices in contexts of migration. He was the principal investigator for the Motivational Teaching in Swedish Secondary English (Mo Ti SSE) project. With Zoltan Dörnyei and Peter Mac Intyre he co-edited Motivational Dynamics in Language Learning (2015), and with Zoltan Dörnyei and Christine Muir he is the co-author of Motivational Currents in Language Learning: Frameworks for Focused Interventions (2016).
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