19 research outputs found

    Teachers' Cognitions on Motivating Language Learners in Multilingual Hong Kong

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    Rooted in data gathered from a large-scale study in Hong Kong, this chapter examines English language teachers’ cognitions on motivating learners in a multilingual context. In so doing it offers unique affordances to critically examine the mediating role of sociocultural context in language teacher education policy and practice. The chapter draws on observation and interview data from English language teachers across English, Chinese and mixed medium instruction secondary schools to explore their cognitions on language learning motivation and examine the role of sociocultural context in shaping their practices and beliefs. The data points to an ad hoc approach to motivating students that is reactive and not proactive, responding not to the multilingual needs of learners, but to immediate classroom events. The chapter suggests that while much is known about the nature of motivation, this knowledge has yet to be integrated into language teacher education curricula. The chapter argues the need for teacher education to incorporate an explicit focus on motivational teaching practice, equipping teachers with the tools to develop socioculturally responsive pedagogical frameworks that are sensitive to the needs of their learners as multilingual citizens rather than language learners

    Researching L2 motivation : past, present and future

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    This concluding chapter examines the ‘how’ of language learning motivation research–that is, the methodological approaches, research designs, and tools of inquiry used to investigate motivation for language learning. The purpose of the chapter is to survey the diverse range of approaches to researching L2 (second language) motivation, with reference to particular types of study and particular research traditions. The chapter does not provide a practical “how to” guide for specific methods of inquiry, but aims instead to offer a critical analysis of strengths, limitations and challenges associated with different approaches to investigating language learning motivation. As reflected in its title, the chapter takes a broadly historical perspective and reviews how research designs have evolved and diversified over the decades in line with theoretical developments, broader research trends, and advances in technology. It discusses recent methodological innovations in the field, identifies current research challenges and issues, and outlines considerations for researching language learning motivation in the future
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