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9781783096732

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A timely and highly ambitious work highlighting the value of situating theory and research in specific educational situations. Hopefully, this book will serve as an inspiration to educators and researchers across Asia, encouraging them to develop their own original, independent voices, less concerned with conforming to ideas emerging from elsewhere. Stephen Ryan, Waseda University, Japan This edited volume is testimony to the significance of L2 motivation in all the diversity of learning contexts and teaching approaches. The chapters represent a variety of voices and perspectives, aiming to fulfil the editors' intention to 'provoke, influence, and give rise to future studies in other subsystems of L2 motivation in SLA'. There is something precious for every practitioner and scholar in this collection. Zoltan Dornyei, University of Nottingham, UK This rich, diverse collection of chapters offers an excellent socially situated but yet universal perspective on SLA motivation and self-related research. It will be invaluable for scholars across the globe raising fascinating questions about key contemporary approaches to both teacher and learner motivation. It represents a veritable treasure-trove of scholarship to reflect upon. Sarah Mercer, University of Graz, Austria

This edited volume is testimony to the significance of L2 motivation in all the diversity of learning contexts and teaching approaches. The chapters represent a variety of voices and perspectives, aiming to fulfil the editors' intention to 'provoke, influence, and give rise to future studies in other subsystems of L2 motivation in SLA'. There is something precious for every practitioner and scholar in this collection. Zoltan Dornyei, University of Nottingham, UK This rich, diverse collection of chapters offers an excellent socially situated but yet universal perspective on SLA motivation and self-related research. It will be invaluable for scholars across the globe raising fascinating questions about key contemporary approaches to both teacher and learner motivation. It represents a veritable treasure-trove of scholarship to reflect upon. Sarah Mercer, University of Graz, Austria

Author Information

Matthew T. Apple is Associate Professor in the Department of Communication at Ritsumeikan University, Japan. His research interests include individual differences in SLA, intercultural communication and educational statistics. Together with Dexter Da Silva and Terry Fellner, he is co-editor of Language Learning Motivation in Japan (2013, Multilingual Matters). Dexter Da Silva is Professor in the Department of Psychology and Horticulture at Keisen University, Japan. His research interests include student motivation, identity development and trust and classroom dynamics. Terry Fellner is Associate Professor in the Center for General Education at Saga University, Japan. His research interests include vocabulary acquisition, outdoor language learning and L2 reading.

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