Cultivating motivation is crucial to a language learner's success - and therefore crucial for the language teacher and researcher to understand. This fully revised edition of a groundbreaking work reflects the dramatic changes the field of motivation research has undergone in recent years, including the impact of language globalisation and various dynamic and relational research methodologies, and offers ways in which this research can be put to practical use in the classroom and in research.

Key new features and material:

A brand new chapter on current socio-dynamic and complex systems perspectives

New approaches to motivating students based on the L2 Motivational Self System

Illustrative summaries of qualitative and mixed methods studies

Samples of new self-related motivation measures

Providing a clear and comprehensive theory-driven account of motivation, Teaching and Researching Motivation examines how theoretical insights can be used in everyday teaching practice, and offers practical tips. The final section provides a range of useful resources, including relevant websites, key reference works and tried and tested example questionnaires. Written in an accessible style and illustrated with concrete examples, it is an invaluable resource for teachers and researchers alike.

Table of Contents:

General Editors&&&8217; Preface
Acknowledgements
Introduction to the Second Edition

Section I: What is motivation?

1 Exploring motivation: Changing perspectives
1.1 The complexity of motivation
1.2 The challenge of reduction versus comprehensiveness
1.3 Moving beyond linear models of motivation

2 Theories of motivation in psychology
2.1 Key cognitive theories and constructs of motivation
2.2 Motivation and context

3 Motivation to learn a foreign/second language: a historical overview
3.1 The social psychological period
3.2 The cognitive-situated period
3.3 The process-oriented period
3.4 From process-oriented to socio-dynamic perspectives

4 Motivation to learn another language: current socio-dynamic perspectives
4.1 A person-in-context relational view of motivation
4.2 The L2 Motivational Self System
4.3 Motivation from a complex dynamic systems perspective

Section II: Motivation and language teaching

5 Motivation in practice: strategies and approaches
5.1 From theory and research to classroom practice
5.2 A framework for motivational strategies
5.3 Generating and sustaining a vision for language learning
5.4 Developing a motivation-sensitive teaching approach

6 Motivation in context: demotivating influences
6.1 &&&8216;Demotivation&&&8217; versus &&&8216;motivation&&&8217;
6.2 Research on demotivation in instructional communication studies
6.3 Findings in L2 motivation research
6.4 Critical factors in the broader sociocultural context
6.5 Concluding remarks on demotivation

7 Teacher motivation
7.1 Conceptualising the &&&8216;motivation to teach&&&8217;
7.2 The motivation of L2 teachers
7.3 The relationship between teacher motivation and student motivation

Section III: Researching motivation

8 Making motivation a researchable concept
8.1 Inherent problems in motivation research
8.2 Deciding on the particular aspect of motivation to focus on
8.3 Selecting the criterion/dependent variable
8.4 Selecting the method of inquiry

9 Main types and methods of motivation research
9.1 Focus on groups of learners: Quantitative studies
9.2 Focus on individual learners: Qualitative studies
9.3 Mixing methodologies
9.4 Adopting a complex dynamic systems approach

Section IV: Resources and further information

10 The locus of motivation research: Linkages to other topics and disciplines

10.1 Language-learning motivation and related disciplines in the social sciences
10.2 The place of motivation research in applied linguistics

11 Sources and resources
11.1 Relevant journals and magazines
11.2 Databases, citation indexes, Internet resources and discussion groups
11.3 Sample tests and measurement instruments

References
Author index
Subject index