Identity, Motivation and Autonomy in Language Learning

Published by Multilingual Matters 2011

Identity, Motivation and Autonomy in Language Learning

Edited by: Garold Murray , Xuesong (Andy) Gao and Terry Lamb

In the series Second Language Acquisition

https://doi.org/10.21832/9781847693747

Overview
Contents

About this book

In this volume researchers from Asia, Europe, the Middle East, North America, and South America employ a variety of theoretical perspectives and methodological approaches in order to investigate the links between identity, motivation, and autonomy in language learning.

Author / Editor information

Murray Garold :

Garold Murray is associate professor in the Language Education Centre, Okayama University, Japan. His research employs ethnography and narrative inquiry to explore autonomy, metacognition, and community in relation to classroom, out-of-class, and self-access language learning.Gao Xuesong :

Xuesong (Andy) Gao is an Associate Professor in the Division of English Language Education, Faculty of Education, The University of Hong Kong.

Lamb Terry :

Terry Lamb is based in the School of Education, University of Sheffield, England. He has published widely in the fields of learner and teacher autonomy, multilingualism, language policy, and teacher development.

Garold Murray is associate professor in the Language Education Centre, Okayama University, Japan. His research employs ethnography and narrative inquiry to explore autonomy, metacognition, and community in relation to classroom, out-of-class, and self-access language learning.

Xuesong (Andy) Gao is assistant professor at the Department of English, Hong Kong Institute of Education. His research interests include language learning strategy, learner narratives and teacher development.

Terry Lamb is based in the School of Education, University of Sheffield, England. He has published widely in the fields of learner and teacher autonomy, multilingualism, language policy, and teacher development.

Reviews

Richard J. Sampson, Gunma University, Japan:

The book certainly takes an important step towards its stated aim of synergising findings regarding interactions between identity, motivation, and autonomy, and is recommended to anyone interested in the lived, holistic experiences of language learners and those involved with them.

Hanna Kryszewska, University of Gdańsk, Poland:

A very informative and serious read.

Zoltan Dornyei:

There is no doubt that identity, motivation and autonomy are closely related concepts, yet this link has typically been underrepresented in the literature. This rich collection of papers offers to redress this by examining how the language learner’s agency, will and self interact in a wide range of cultures and contexts, and how they jointly shape learner behaviours and classroom practices. A particular strength of the anthology is that it offers a good balance of discussions of the latest theoretical approaches (such as complex dynamic systems theory and sociocultural approaches) and data-based investigations in which we can hear the voices of real learners in real classrooms. Readers will find that the issues are covered in impressive breadth and depth: there is something for everybody in this useful and insightful volume and I am convinced that nobody will leave it ‘empty-handed’. Highly recommended.

Diane Larsen-Freeman, Professor of Education, Professor of Linguistics, Research Scientist, English Language Institute, University of Michigan:

Through the use of qualitative research methods, the authors explore the complex, contingent, and dynamic nature of motivation, identity, and autonomy-both for language learners and teachers-in many different parts of the world. Importantly, they also look for relationships among the three constructs. This is precisely the integrative approach that should be encouraged as we seek to understand the lived experience of individuals.

Topics

Frontmatter Publicly Available Download PDF	i
Contents Publicly Available Download PDF	v
Contributors Publicly Available Download PDF	vii
1. Exploring Links between Identity, Motivation and Autonomy Xuesong Gao and Terry Lamb Requires Authentication Unlicensed Licensed Download PDF	1
Part 1: Emerging Theoretical Perspectives
2. Motivating Learners to Speak as Themselves Ema Ushioda Requires Authentication Unlicensed Licensed Download PDF	11
3. Joining Forces for Synergy: Agency and Metacognition as Interrelated Theoretical Perspectives on Learner Autonomy Xuesong Gao and Lawrence Jun Zhang Requires Authentication Unlicensed Licensed Download PDF	25
4. Emerging Selves, Language Learning and Motivation through the Lens of Chaos Liliane Assis Sade Requires Authentication Unlicensed Licensed Download PDF	42
5. Identity, Motivation and Autonomy in Second Language Acquisition from the Perspective of Complex Adaptive Systems Vera Lúcia Menezes De Oliveira E Paiva Requires Authentication Unlicensed Licensed Download PDF	57
Part 2: Independent Learning Settings
6. Imagination, Metacognition and the L2 Self in a Self-Access Learning Environment Garold Murray Requires Authentication Unlicensed Licensed Download PDF	75
7. Identity, Motivation and Plurilingualism in Self-Access Centers E. Desirée Castillo Zaragoza Requires Authentication Unlicensed Licensed Download PDF	91
8. ‘Why am I Doing This?’ Maintaining Motivation 8 ‘Why am I Doing This?’ Maintaining Motivation in Distance Language Learning Linda Murphy Requires Authentication Unlicensed Licensed Download PDF	107
9. Beliefs, Identity and Motivation in Implementing Autonomy: The Teacher’s Perspective Hayo Reinders and Noemí Lázaro Requires Authentication Unlicensed Licensed Download PDF	125
Part 3: Cultures and Contexts
10. Identity, Motivation and Autonomy: A Tale of Two Cities Alice Chik and Stephan Breidbach Requires Authentication Unlicensed Licensed Download PDF	145
11. Natural Talent, Natural Acquisition and Abroad: Learner Attributions of Agency in Language Learning Stephen Ryan and Sarah Mercer Requires Authentication Unlicensed Licensed Download PDF	160
12. Future Selves, Motivation and Autonomy in Long-Term EFL Learning Trajectories Martin Lamb Requires Authentication Unlicensed Licensed Download PDF	177
13. ‘Failing’ to Achieve Autonomy in English for Medical Purposes Diane Malcolm Requires Authentication Unlicensed Licensed Download PDF	195
14. Crucial but Neglected: English as a Foreign Language Teachers’ Perspectives on Learner Motivation Neil Cowie and Keiko Sakui Requires Authentication Unlicensed Licensed Download PDF	212
15. A Dynamic Account of Autonomy, Agency and Identity in (T)EFL Learning Jing Huang Requires Authentication Unlicensed Licensed Download PDF	229
16. Identity, Motivation and Autonomy: Stretching our Boundaries Garold Murray Requires Authentication Unlicensed Licensed Download PDF	247
Index Requires Authentication Unlicensed Licensed Download PDF	263