Conference PaperPDF Available

Language Learning Motivation: A Special Symposium in Honor of Zoltán Dörnyei

June 2022

Conference: Psychology of Language Learning (PLL4)
At: Cape Breton, Canada

Authors:

Ali H. Al-Hoorie

Royal Commission for Jubail and Yanbu

Fruzsina Szabó

University of Debrecen

VIDEO: https://youtu.be/r3CQixr3RVA - This symposium aims to celebrate the contributions that Professor Zoltán Dörnyei has made to the field of the psychology of language learning and teaching, especially language motivation. Starting his publication journey in the mid-80s, Dornyei has made an impressive impact on shaping the field, with a list of hundreds of articles and close to 30 books. In this symposium, the presenters discuss various topics related to language learning motivation including emotions, expectancy, engagement, and the anti-ought-to self. The symposium ends with a panel discussing a number of issues about the status of the language motivation field and its future directions.

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Book

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Researching Language Learning Motivation: A Concise Guide

January 2022

This book deals with one of the most crucial concepts in second language learning: motivation. In recognition of the fact that motivation plays a pivotal role in understanding the processes of second language acquisition, there has been a rapid expansion of research, journal articles, books, and conference presentations attempting to better understand what motivation is and how to best apply its ... [Show full abstract] principles to the classroom (Al-Hoorie, 2017, 2018; Boo, Dörnyei, & Ryan, 2015). This rapid expansion has come at a cost, however. It has become increasingly challenging to keep up with all the latest findings and developments in this burgeoning field. Even edited volumes, which are typically intended to provide a less technical account than journal articles, are growing in number by the day. At the time of writing this Introduction, two major edited volumes on motivation have just appeared (Al-Hoorie & MacIntyre, 2020; Lamb, Csizér, Henry, & Ryan, 2019) and two others are in the works (Hiver, Al-Hoorie, & Mercer, 2021; Li, Hiver, & Papi, 2021). Some readers, especially newcomers to the field, would probably find these rapid developments overwhelming. This book attempts to address this situation by providing accessible, “bite-size” chapters that are less formidable to read and that address key research directions.

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This book defines engagement for the field of language learning and contextualizes it within existing work on the psychology of language learning and teaching. Chapters address broad substantive questions concerned with what engagement is or looks like, and how it can be theorized for the language classroom; methodological questions related to the design, measurement and analysis of engagement in ... [Show full abstract] language classrooms and beyond; as well as applied issues examining its antecedents, factors inhibiting and enhancing it, and conditions fostering the reengagement of language learners who have become disengaged. Through a mix of conceptual and empirical chapters, the book explores similarities and differences between motivation and engagement and addresses questions of whether, how and why learners actually do exert effort, allocate attention, participate and become involved in tangible language learning and use. It will serve as an authoritative benchmark for future theoretical and empirical research into engagement within the classroom and beyond, and will be of interest to anyone wishing to understand the unique insights and contributions the topic of engagement can make to language learning and teaching.

Article

Dornyei, Z., Henry, A., & Muir, C. (2016). Motivational Currents in Language Learning: Frameworks fo...

January 2017 · The Hungarian Educational Research Journal

Fruzsina Szabó

Chapter

Full-text available

Integrative Motivation: 60 Years and Counting

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Some 60 years ago, Gardner and Lambert’s (1959) seminal paper, ‘Motivational variables in second language acquisition’, was published in the Canadian Journal of Psychology. The paper totaled seven pages with 20 references, yet its impact on the study of motivation in second language learning has been immeasurable. The 1959 paper represents the beginning of the work on the socioeducational model ... [Show full abstract] and its centerpiece, the integrative motive. In introducing this festschrift, we pause to reflect on the contributions the work has inspired and its place in the body of motivation research. This volume also stands as a tribute to Robert (Bob) C. Gardner – the father of language motivation – as a teacher, researcher and scholar of language. Few scholars in the area can match the intensity of his research productivity over six decades.