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The Context of L2 Learner Motivation

  • David Lyons

Extract

The present volume represents one of the most recent additions to a burgeoning number of publications in the field of L2 motivation (Dörnyei & Ushioda, 2009; Murray, Gao, & Lamb, 2011). As in most of these, ideas of the self-concept and identity in learner motivation are clearly visible. However, a welcome aspect of this book is its focus on the local context of language learning and how this interacts with both the learner's concept of self and the motivation to pursue his or her language studies.

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References

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Dörnyei, Z. & Ushioda, E. (eds.) 2009. Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters.
Gee, J. P. 2005. ‘Affinity spaces: from “Age of Mythology” to today's schools.’ In Barton, D. & Tusting, K. (eds.), Beyond Communities of Practice: Language, Power and Social Context. New York, NY: Cambridge University Press, pp. 214–32.
Murray, G., Gao, X. & Lamb, T. (eds.) 2011. Identity, Motivation and Autonomy in Language Learning. Bristol: Multilingual Matters.
Vannini, P. & Burgess, S. 2009. ‘Authenticity as motivation and aesthetic experience.’ In Vannini, P. & Williams, J. P. (eds.), Authenticity in Culture, Self and Society. Farnham: Ashgate Publishing, pp. 103–20.

The Context of L2 Learner Motivation

  • David Lyons

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