Motivation is a key aspect of second language learning. There is no doubt that abstract models are basic to gain theoretical insights into motivation; however, teachers and researchers demand comprehensible explanations for motivation that can help them to improve their everyday teaching and research. The aim of this book is to provide both theoretical insights and practical suggestions to improve motivation in the classroom. With this in mind, the book is divided into two sections: the first part includes innovative ideas regarding language learning motivation, whereas the second is focused on the relationship between different approaches to foreign language learning - such as EFL (English as a foreign language), CLIL (Content and Language Integrated Learning) or immersion - and motivation. Both sections have an emphasis on pedagogical implications that are rooted in both theoretical and empirical work.
1. Introduction (by Lasagabaster, David); 2. PART I. Theoretical and practical insights into motivation; 3. Directed motivational current: Energising language learning through creating intense motivational pathways (by Dornyei, Zoltan); 4. Motivation, autonomy and metacognition: Exploring their interactions (by Ushioda, Ema); 5. Motivating teachers and learners as researchers (by Coyle, Do); 6. Motivating language teachers: Inspiring vision (by Kubanyiova, Maggie); 7. Part II. Studies on motivation in foreign language classrooms; 8. Swedish students' beliefs about learning English in and outside of school (by Henry, Alastair); 9. Giving voice to the students: What (de)motivates them in CLIL classes? (by Doiz, Aintzane); 10. Motivation meets bilingual models: Goal-oriented behavior in the CLIL classroom (by Lorenzo, Francisco); 11. Visible learning and visible motivation: Exploring challenging goals and feedback in language education (by Busse, Vera); 12. Epilogue; 13. Motivation: Making connections between theory and practice (by Doiz, Aintzane); 14. Name index; 15. Subject index