Multilingual Matters Identity, Motivation and Autonomy in Language Learning (Second Language Acquisition): 54

In this volume researchers from Asia, Europe, the Middle East and North and South America employ a variety of theoretical perspectives and methodological approaches in their exploration of the links between identity, motivation, and autonomy in language learning. On a conceptual level the authors explore issues related to agency, metacognition, imagination, beliefs, and self. The book also addresses practice in classroom, self-access, and distance education contexts, considering topics such as teachers' views on motivation, plurilingual learning, sustaining motivation in distance education, pop culture and gaming, study abroad, and the role of agency and identity in the motivation of pre-service teachers. The book concludes with a discussion of how an approach which sees identity, motivation, and autonomy as interrelated constructs has the potential to inform theory, practice and future research directions in the field of language teaching and learning. Review 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. --Diane Larsen-Freeman, Professor of Education, Professor of Linguistics, Research Scientist, English Language Institute, University of Michigan 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. --Zoltan Dornyei About the Author 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. Excerpt. © Reprinted by permission. All rights reserved. Identity, Motivation and Autonomy in Language Learning By Garold Murray, Xuesong (Andy) Gao, Terry Lamb Multilingual Matters Copyright © 2011 Garold Murray, Xuesong (Andy) Gao, Terry Lamb and the authors of individual chapters All rights reserved. ISBN: 978-1-84769-373-0 Contents Contributors, vii, 1 Exploring Links between Identity, Motivation and Autonomy Xuesong Gao and Terry Lamb, 1, Part 1: Emerging Theoretical Perspectives, 2 Motivating Learners to Speak as Themselves Ema Ushioda, 11, 3 Joining Forces for Synergy: Agency and Metacognition as Interrelated Theoretical Perspectives on Learner Autonomy Xuesong Gao and Lawrence Jun Zhang, 25, 4 Emerging Selves,