Directed Motivational Currents and Language Education

Exploring Implications for Pedagogy
Erscheinungsjahr 2020
ISBN: 978-1-78892-885-4
Verlag: Multilingual Matters

Buch, Englisch, 252 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 575 g

Directed motivational currents (DMCs) are goal-directed motivational surges in pursuit of a much-desired personal outcome. This book introduces the reader to cutting-edge theory and research in second language learner motivation and presents empirical research which investigates DMCs in the context of language learning. The studies explore the wider relevance of DMC theory from participants recruited worldwide, answering questions such as how many (and which) participants reported having experienced DMCs and what emerged as common triggers initiating such experiences. The studies also discuss the pedagogical implications of DMC theory, investigating whether it is possible to design and implement a project (specifically, a project ‘with DMC potential’) in such a way that it may be able to purposefully facilitate a group-DMC with learners in a second language classroom. The book’s accessible writing style makes it suitable for researchers and students who are interested in second language learning as well as for teachers and trainee teachers who are looking for classroom inspiration.

Autoren/Hrsg.

Muir, Christine

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Spracherwerb, Sprachentwicklung
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Psychologie Allgemeine Psychologie Differentielle Psychologie, Persönlichkeitspsychologie

Inhaltsverzeichnis

Foreword

Section One. Introducing DMCs and Intensive Group Projects

Chapter One. Key Threads in the Field L2 Motivation Research and the Emergence of Directed Motivational Currents

Chapter Two. What Exactly is a DMC? Key Definitions and Core Characteristics

Chapter Three. DMCs in the L2 Classroom: Group-DMCs and Intensive Group Projects (‘with DMC Potential’)

Section Two. DMCs Worldwide: A Truly Global Phenomenon?

Chapter Four. Section Two Methodology

Chapter Five. First Look Results: Investigating the Wider Relevance and Recognisability of DMCs

Chapter Six. Exploring Commonly Reported Triggers & the Experience of DMCs

Section Three. From Theory to Application: Group-DMCs in the L2 Classroom

Chapter Seven. Section Three Methodology

Chapter Eight. Group-DMC Emergence: Assessing the Evidence

Chapter Nine. Intensive Group Projects ‘with DMC Potential’: Refining the Key Criteria for Success

Section Four. The Future of DMC Research

Chapter Ten. Revisiting the Seven Frameworks for Focused Interventions & the Future of DMC Research

Afterword

Über Autor(innen)

Muir, Christine
Christine Muir is an Assistant Professor in Second Language Acquisition in the School of English, University of Nottingham. She has published on varied topics relating to the psychology of language learning and teaching, particularly in the area of individual and group-level motivation in language education. Recent publications include Directed motivational currents and language education: Exploring implications for pedagogy (in press, Multilingual Matters) and Role Models in Language Learning: Results of a Large-Scale International Survey (2019, Applied Linguistics, with Zoltán Dörnyei & Svenja Adolphs).

Christine Muir is an Assistant Professor in Second Language Acquisition at the University of Nottingham, UK. Her research interests include language learner motivation, the self in language learning, language learner psychology, language learner narratives and narrative identity.