Abstract
Although it is a key predictor of learners’ eventual proficiency in their target language (TL), motivation has been a tricky construct to define. As many language learning motivation (LLM) researchers have argued, motivation is best understood as an umbrella term for a broad concept that covers a variety of cognitive, affective and behavioural processes explaining: (1) why people decide to do something; (2) how long they will sustain the activity and (3) how much effort they will expend to pursue it (Boekaerts, 1995; Dörnyei, 2001). Indeed, a recent volume has a dozen or more chapters on different psychological constructs that arguably have motivational implications (see Mercer et al., 2012). Because of the diverse aspects of motivation, teachers and researchers might face a quandary deciding which constructs are most useful for understanding learners’ motivation in their particular social and educational context.
Original language | English |
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Title of host publication | The Impact of Self-Concept on Language Learning |
Publisher | Channel View Publications |
Pages | 19-50 |
Number of pages | 32 |
ISBN (Electronic) | 9781783092383 |
ISBN (Print) | 9781783092369 |
Publication status | Published - 2014 Aug 27 |
Externally published | Yes |
ASJC Scopus subject areas
- Arts and Humanities(all)
- Social Sciences(all)