Language learning motivation, self and identity: current theoretical perspectives
Ushioda, Ema. (2011) Language learning motivation, self and identity: current theoretical perspectives. Computer Assisted Language Learning, Vol.24 (No.3). pp. 199-210. ISSN 0958-8221Full text not available from this repository.
Official URL: http://dx.doi.org/10.1080/09588221.2010.538701
Recently, the impact of globalization and the dominant status of English have provoked critical discussion in the L2 motivation ﬁeld. Traditional concepts such as integrative motivation lose their explanatory power when English is becoming a ‘must-have’ basic educational skill and when there is no clearly deﬁned target language community. In this article, I will examine how L2 motivation is currently being reconceptualized in the context of contemporary theories of self and identity – that is, people’s sense of who they are, how they relate to the social world and what they want to become in the future. As I will discuss, this theoretical shift in focus to the internal domain of self and identity has important implications for how we as language teachers engage the motivation, interests and identities of our students; and for why we should exploit their world of digital technologies, social networking and online communication to this end.
|Item Type:||Journal Article|
|Subjects:||B Philosophy. Psychology. Religion > BF Psychology
L Education > LB Theory and practice of education
P Language and Literature > P Philology. Linguistics
P Language and Literature > PE English
|Divisions:||Faculty of Social Sciences > Centre for Applied Linguistics|
|Library of Congress Subject Headings (LCSH):||Second language acquisition, Motivation in education -- Research, Motivation (Psychology), Education and globalization, English language -- Sociological aspects|
|Journal or Publication Title:||Computer Assisted Language Learning|
|Number of Pages:||12|
|Page Range:||pp. 199-210|
|Access rights to Published version:||Restricted or Subscription Access|
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