Motivation and Foreign Language Learning

From theory to practice

David Lasagabaster | University of the Basque Country UPV/EHU
Aintzane Doiz | University of the Basque Country UPV/EHU
Juan Manuel Sierra | University of the Basque Country UPV/EHU
ISBN 9789027213228 | EUR 95.00 | USD 143.00
ISBN 9789027213235 | EUR 33.00 | USD 49.95
ISBN 9789027269751 | EUR 95.00/33.00*
| USD 143.00/49.95*
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Motivation is a key aspect of second language learning. There is no doubt that abstract models are basic to gain theoretical insights into motivation; however, teachers and researchers demand comprehensible explanations for motivation that can help them to improve their everyday teaching and research. The aim of this book is to provide both theoretical insights and practical suggestions to improve motivation in the classroom. With this in mind, the book is divided into two sections: the first part includes innovative ideas regarding language learning motivation, whereas the second is focused on the relationship between different approaches to foreign language learning – such as EFL (English as a foreign language), CLIL (Content and Language Integrated Learning) or immersion – and motivation. Both sections have an emphasis on pedagogical implications that are rooted in both theoretical and empirical work.
[Language Learning & Language Teaching, 40] 2014.  viii, 190 pp.
Publishing status: Available
Table of Contents
“This is more than only another volume offering new perspectives on well-established theoretical paradigms of language learning motivation. The editors have acknowledged the fact that the practice of language learning and teaching requires specific decisions mediated by individual contexts. The result is a book which makes explicit links between the worlds of research and practice in the shape of innovative ideas and practical suggestions. Highly recommended for practitioners, teacher educators and researchers who like to reflect on what their work is about.”
“While much has been written on motivation in language learning, this volume makes a very useful contribution in that it brings together many different threads which can provide support for the learning/teaching process. Information from theory and research is present but also many pedagogical applications are given with suggestions for strategies to be used in the classroom. There is a focus on short term and long term aspects of motivation, on motivation in EFL contexts as well as in CLIL classrooms and, significantly, on both student and teacher motivation. The chapters in this book lead to a greater awareness of the importance of motivation and of ways to develop and sustain it.”
“Taken together, the chapters in this book will serve as a valuable resource for seasoned and novice scholars, teachers, and students who are interested in the connections—both theoretical and practical—between motivation and FL learning. Making these connections is the central purpose, and perhaps the strongest contribution, of this volume, a point that is further strengthened by the editors’ final discussion of practical paths for extending FL learning motivation research and positively influencing motivation in pedagogical practice (Epilogue). Another strength of this work is the inclusion of classroom-based studies from which language teachers can adopt methods for assessing the relationship between motivation and FL learning and teaching in their own classrooms. As such, this volume has the potential to encourage reflection and promote action research that may improve motivation in the FL classroom. Furthermore, it encourages us to consider more seriously the role of motivation in FL learning and teaching not only as it relates to future goals (i.e., in the long term) but also as it relates to goals in the here-and-now (i.e., in the short term).”
Cited by

Cited by 30 other publications

Azarias, Ranec A
2022. Milieu of English language use in industrial-technical classrooms: Implication for intervention and policy formulation. International Journal of Research Studies in Education 11:12 DOI logo
Banegas, Darío Luis
2022. Research into practice: CLIL in South America. Language Teaching 55:3  pp. 379 ff. DOI logo
Bernal Castañeda, Sergio
2017. Affective Limitations in Second Language Acquisition by Spanish Adult Learners in Vocational Training Programs. Latin American Journal of content & language integrated learning 10:1  pp. 133 ff. DOI logo
Brady, Imelda Katherine
2021. Positive Psychology and L2 Motivation in ESP. In Mediating Specialized Knowledge and L2 Abilities,  pp. 111 ff. DOI logo
Chaika, Oksana
2023. PSYCHOLINGUISTIC FACTORS IN SECOND LANGUAGE ACQUISITION: FOREIGN LANGUAGE TEACHING VIA COACHING. In Psycholinguistics - New Advances and Interdisciplinary Insights [Working Title], DOI logo
Doiz, Aintzane & David Lasagabaster
2018. Teachers’ and Students’ Second Language Motivational Self System in English‐Medium Instruction: A Qualitative Approach. TESOL Quarterly 52:3  pp. 657 ff. DOI logo
Ebadijalal, Marjan & Nouroddin Yousofi
2022. ‘Take me to a virtual trip if you want me to write better!’: the impact of Google Expeditions on EFL learners’ writing motivation and performance. Computer Assisted Language Learning  pp. 1 ff. DOI logo
Fajt, Balázs, Mátyás Bánhegyi & Katalin P. Márkus
2023. The Interrelationship between EFL Learning Motivation and Dictionary Use. International Journal of Lexicography DOI logo
Gulbinskienė, Dalia & Tatjana Dubovičienė
2015. Language Learning Motivation of EFL Students at LEU. Žmogus ir žodis 17:3  pp. 137 ff. DOI logo
2021. The Effect of Writing To Learn Activities on Motivation Strategies. Cukurova University Faculty of Education Journal 50:2  pp. 877 ff. DOI logo
Jaen Campos, Marta
2018. Llinares, A. & Morton, T. (eds) (2017). "Applied Linguistics Perspectives on CLIL". Amsterdam: John Benjamins. DOI 10.1075/lllt.47. Complutense Journal of English Studies 26  pp. 287 ff. DOI logo
Lasagabaster, David
2016. The relationship between motivation, gender, L1 and possible selves in English-medium instruction. International Journal of Multilingualism 13:3  pp. 315 ff. DOI logo
Lasagabaster, David
2019. Motivation in Content and Language Integrated Learning (CLIL) Research. In The Palgrave Handbook of Motivation for Language Learning,  pp. 347 ff. DOI logo
Martínez-Adrián, María, M. Juncal Gutiérrez-Mangado, Francisco Gallardo-del-Puerto & María Basterrechea
2021. Language-related episodes by young CLIL learners. Language Teaching for Young Learners 3:2  pp. 214 ff. DOI logo
Perez, Maria Del Mar Sanchez & Alicia Galera Masegosa
2020. Gamification as a Teaching Resource for English-Medium Instruction and Multilingual Education at University. In Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning [Advances in Educational Technologies and Instructional Design, ],  pp. 248 ff. DOI logo
Perez, Maria Del Mar Sanchez & Alicia Galera Masegosa
2022. Gamification as a Teaching Resource for English-Medium Instruction and Multilingual Education at University. In Research Anthology on Developments in Gamification and Game-Based Learning,  pp. 1416 ff. DOI logo
Perez, Maria Del Mar Sanchez & Alicia Galera Masegosa
2022. Gamification as a Teaching Resource for English-Medium Instruction and Multilingual Education at University. In Research Anthology on Bilingual and Multilingual Education,  pp. 930 ff. DOI logo
Refat, Nadia, Hafizoah Kassim, Md Arafatur Rahman, Ramdan bin Razali & Filomena Papa
2020. Measuring student motivation on the use of a mobile assisted grammar learning tool. PLOS ONE 15:8  pp. e0236862 ff. DOI logo
Serafini, Ellen J.
2020. Further situating learner possible selves in context: A proposal to replicate Henry and Cliffordson (2013) and Lasagabaster (2016). Language Teaching 53:2  pp. 215 ff. DOI logo
Sharom, Khairunnisa & Kew Si Na
2022. The Effects of the Flipped Classroom on Primary School Students' Writing Performance in English. International Journal of Computer-Assisted Language Learning and Teaching 12:1  pp. 1 ff. DOI logo
Sidorenko, T. V., S. V. Rybushkina & Ya. V. Rosanova
2018. CLIL PRACTICES IN TOMSK POLYTECHNIC UNIVERSITY: SUCCESSES AND FAILURES. The Education and science journal 20:8  pp. 164 ff. DOI logo
Ushioda, Ema
2019. Motivation in Second Language Acquisition. In The Encyclopedia of Applied Linguistics,  pp. 1 ff. DOI logo
2017. Beyond Global English: Motivation to Learn Languages in a Multicultural World: Introduction to the Special Issue. The Modern Language Journal 101:3  pp. 451 ff. DOI logo
Waddington, Julie
2020. Motivating self and others through a whole-school storytelling project: Authentic language & literacy development. EuroAmerican Journal of Applied Linguistics and Languages 7:1  pp. 124 ff. DOI logo
Wiyono, Bambang Budi, Burhanuddin Burhanuddin, Dedi Prestiadi & Arifin Arifin
2023. The Comparison of Student Learning Motivation Based on the Study Period. In Proceedings of the International Conference on Educational Management and Technology (ICEMT 2022),  pp. 628 ff. DOI logo
Wu, Wen-Chi Vivian, Jie Chi Yang, Jun Scott Chen Hsieh & Tosh Yamamoto
2020. Free from demotivation in EFL writing: the use of online flipped writing instruction. Computer Assisted Language Learning 33:4  pp. 353 ff. DOI logo
Zayas Martínez, Francisco & José Luis Estrada Chichón
2020. EMI at Tertiary Level in Spain. In Teacher Training for English-Medium Instruction in Higher Education [Advances in Higher Education and Professional Development, ],  pp. 232 ff. DOI logo
Zhang, Ruofei, Di Zou, Gary Cheng, Haoran Xie, Fu Lee Wang, Oliver Tat Sheung Au & Zhaoqing Pan
2021. Target languages, types of activities, engagement, and effectiveness of extramural language learning. PLOS ONE 16:6  pp. e0253431 ff. DOI logo
ÖZYER, Rabia Damla & Eda Nur ÖZCAN
2020. Successes and struggles of EFL teachers adopting multiliteracies framework in the classroom. Kocaeli Üniversitesi Eğitim Dergisi 3:2  pp. 57 ff. DOI logo
[no author supplied]
2023. EMI book alerts. Journal of English-Medium Instruction 2:1  pp. 101 ff. DOI logo

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CJA: Language teaching theory & methods

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U.S. Library of Congress Control Number:  2014019015 | Marc record