In this volume researchers from Asia, Europe, the Middle East and North and South America employ a variety of theoretical perspectives and methodological approaches in their exploration of the links between identity, motivation, and autonomy in language learning. On a conceptual level the authors explore issues related to agency, metacognition, imagination, beliefs, and self. The book also addresses practice in classroom, self-access, and distance education contexts, considering topics such as teachers’ views on motivation, plurilingual learning, sustaining motivation in distance education, pop culture and gaming, study abroad, and the role of agency and identity in the motivation of pre-service teachers. The book concludes with a discussion of how an approach which sees identity, motivation, and autonomy as interrelated constructs has the potential to inform theory, practice and future research directions in the field of language teaching and learning.
Cuprins
Xuesong Gao and Terry Lamb: Exploring Links between Identity, Motivation and Autonomy
Section I: Emerging Theoretical Perspectives
Ema Ushioda: Motivating Learners to Speak as Themselves
Xuesong Gao and Lawrence Jun Zhang: Joining Forces for Synergy: Agency and Metacognition as Interrelated Theoretical Perspectives on Learner Autonomy
Liliane Assis Sade: Emerging Selves, Language Learning and Motivation through the Lens of Chaos
Vera Lúcia Menezes De Oliveira E Paiva: Identity, Motivation, and Autonomy in SLA from the Perspective of Complex Dynamical Systems
Section II: Independent Learning Settings
Garold Murray: Imagination, Metacognition, and the L2 Self in a Self-Access Learning Environment
E. Desirée Castillo Zaragoza: Identity, Motivation and Plurilingualism in SACs
Linda Murphy: ‘Why am I Doing This?’ Maintaining Motivation in Distance Language Learning
Hayo Reinders and Noemí Lázaro: Beliefs, Identity and Motivation in Implementing Autonomy: The Teacher’s Perspective
Section III: Cultures and Contexts
Alice Chik and Stephan Breidbach: Identity, Motivation and Autonomy: A Tale of Two Cities
Stephen Ryan and Sarah Mercer: Natural Talent, Natural Acquisition and Abroad: Learner Attributions of Agency in Language Learning
Martin Lamb: Future Selves, Motivation And Autonomy In Long-Term EFL Learning Trajectories
Diane Malcolm: “Failing” to Achieve Autonomy in English for Medical Purposes
Neil Cowie and Keiko Sakui: Crucial but Neglected: EFL Teachers’ Perspectives on Learner Motivation
Jing Huang: A Dynamic Account of Autonomy, Agency and Identity in TEFL Learning
Garold Murray: Identity, Motivation and Autonomy: Stretching our Boundaries
Despre autor
Terry Lamb is Professor of Languages and Interdisciplinary Pedagogy at the University of Westminster, London, UK. His most recent book is Insights into Language Education Policies (ed. 2020, Peter Lang, with M. Jiménez Raya and B. Manzano Vázquez).
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