Zoltán Dörnyei is Professor of Psycholinguistics at the School of English, University of Nottingham. He has published extensively on various aspects of language learner characteristics and second language acquisition, and he is the (co-)author of over 100 academic papers and 25 books.

Ema Ushioda is Professor and Head of Applied Linguistics at the University of Warwick. Her main research interests are language learning motivation and learner autonomy, promoting qualitative approaches in particular, and she has published widely in these areas.

Introduction to the Third Edition

Part I What is motivation?

1. Exploring motivation: Changing perspectives

1.1 The complexity of motivation

1.2 Understanding L2 motivation in a changing, multifaceted world

1.3 The motivation to learn Global English versus other languages

2. Theories of motivation in psychology

2.1 Key cognitive theories of motivation

2.2 Motivation and its sociocultural context

3. Motivation to learn a foreign/second language: A historical overview

3.1 The social psychological beginnings

3.2 Accounting for cognitive theories and the classroom reality

3.3 Focus on time, context and vision

4. Current approaches in theorising L2 motivation

4.1 Motivational dynamics

4.2 Motivational currents and long-term motivation

4.3 Unconscious motivation

4.4 Motivation, multilingualism and languages other than English (LOTEs)

4.5 Other recent theoretical initiatives

4.6 'Small lens' approach and student engagement

Part 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

5.4 Promoting motivational self-regulation and learner autonomy

5.5 Generating and sustaining a vision for L2 learning

5.6 Engaging L2 learners

5.7 Frameworks for directed motivational currents

5.8 The motivational capacity of technology

5.9 Researching motivational strategies

6. Motivation in context: Demotivating influences

6.1 'Demotivation' versus 'motivation'

6.2 Research findings on L2 demotivation

6.3 The relevance of fixed and growth mindsets

6.4 Critical factors in the broader sociocultural context

7. Teacher motivation

7.1 Conceptualising the 'motivation to teach'

7.2 The motivation of L2 teachers

7.3 Teacher motivation and student motivation: Exploring their interplay

Part III Researching motivation

8. Making motivation a researchable concept

8.1 Inherent challenges of motivation research

8.2 Linear cause-effect relationships versus dynamic interdependence

8.3 Group versus individual-level measurement

8.4 Context-sensitive approaches to understanding motivation

8.5 Principles of designing L2 motivation studies

8.6 Motivation research and impact on society

8.7 How to make motivation research fruitful

9. Main types and methods of motivation research

9.1 Quantitative motivation studies

9.2 Qualitative motivation studies

9.3 Mixing methodologies

9.4 New directions in L2 motivation research

Part IV Resources and further information

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

10.1 L2 motivation and related disciplines in the social sciences

10.2 The challenge of relating L2 motivation to applied linguistics and SLA

10.3 Defining target aspects of L2 communication

11. Sources and resources

11.1 Relevant journals and edited collections

11.2 Databases, citation indexes, Internet resources and discussion groups

11.3 Who's who in L2 motivation research?

11.4 Locating motivation measures and instruments

Subject index

Author index