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The Context of L2 Learner Motivation

Published online by Cambridge University Press:  28 May 2015

David Lyons
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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.

Type
Reviews
Information
English Today , Volume 31 , Issue 2 , June 2015 , pp. 60 - 61
Copyright
Copyright © Cambridge University Press 2015 

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References

Dörnyei, Z. & Ushioda, E. (eds.) 2009. Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters.CrossRefGoogle Scholar
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.CrossRefGoogle Scholar
Murray, G., Gao, X. & Lamb, T. (eds.) 2011. Identity, Motivation and Autonomy in Language Learning. Bristol: Multilingual Matters.CrossRefGoogle Scholar
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.Google Scholar