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Motivational connections in language classrooms: A research agenda
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.ORCID iD: 0000-0001-7789-9032
2020 (English)In: Language Teaching, ISSN 0261-4448, E-ISSN 1475-3049Article in journal (Refereed) Epub ahead of print
Abstract [en]

With roots in social psychology, second language (L2) motivation has largely been investigated using self-report techniques. Studies drawing on observational data gathered in contexts where learning takes place are rare, and understandings of how motivation evolves in classroom interactions remain limited (Boo, Dörnyei, & Ryan, 2015). In a position paper in Language Teaching, Ushioda (2016) maps out an agenda for qualitative research examining motivation that emerges in language classrooms. With a focus on psycholinguistic processes, and with the aim of understanding how motivation 'connects with specific aspects of second language acquisition [and] particular features of linguistic development', Ushioda makes the case for researching L2 motivation 'through a small lens' (p. 564). Furthering this agenda, I make proposals for research with a relational focus where, through a somewhat wider lens, motivation and engagement generated through connections created by teachers in their classroom practice can be investigated. To frame these proposals, I use the concept of connective instruction (Martin & Dowson, 2009). Connective instruction holds that motivation and engagement increase when students can connect with the teacher as a person, with content that the teacher enables them to get involved with, and with the working methods that the teacher promotes. Copyright © The Author(s), 2020. Published by Cambridge University Press.

Place, publisher, year, edition, pages
2020.
Keywords [en]
second language; L2 motivation
National Category
Specific Languages
Research subject
HUMANITIES, Linguistics; HUMANITIES, English
Identifiers
URN: urn:nbn:se:hv:diva-15171DOI: 10.1017/S0261444820000026Scopus ID: 2-s2.0-85083894997OAI: oai:DiVA.org:hv-15171DiVA, id: diva2:1430696
Available from: 2020-05-16 Created: 2020-05-16 Last updated: 2020-05-20

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Henry, Alastair

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