Advancing an integrative theoretical framework for second language motivation research

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Abstract

Motivation is generally believed to be one of the most important determinants of second language (L2) achievement, hence you will find a plethora of theories and approaches in the relevant research literature. Although a number of frameworks have been proposed, an integrative view that considers both the individualist and social dimension of L2 motivation has not yet been presented. Furthermore, language learners’ linguistic behaviors can be said to have been neglected in motivation research. This paper, based on the comprehensive review of the current literature on motivation and the development of research methods in L2 motivation research, proposes a research framework that integrates socio-cultural theory and discourse theory. The framework makes it possible to link up the individual and the social and to investigate motivation as a historical, social, and ideological construct. Respective studies would also contribute to the development of more rigorous and richer qualitative approaches to L2 motivation. Copyright © 2008 Cambridge Scholars Publishing.
Original languageEnglish
Title of host publicationEducation landscapes in the 21st century: Cross-cultural challenges and multi-disciplinary perspectives
EditorsIris GUSKE, Bruce C. SWAFFIELD
Place of PublicationNewcastle
PublisherCambridge Scholars Publishing
Pages82-100
ISBN (Electronic)9781443808873
ISBN (Print)9781847185761, 1847185762
Publication statusPublished - 2008

Citation

Gu, M. (2008). Advancing an integrative theoretical framework for second language motivation research. In I. Guske & B. C. Swaffield (Eds.), Education landscapes in the 21st century: Cross-cultural challenges and multi-disciplinary perspectives (pp. 82-100). Newcastle: Cambridge Scholars Publishing.

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