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OverviewThis book explores how complex systems theory can contribute to the understanding of classroom language learner motivation through an extended examination of one particular, situated research project. Working from the lived experience of the participants, the study describes how action research methods were used to explore the dynamic conditions operating in a foreign language classroom in Japan. The book draws attention to the highly personalised and individual, yet equally co-formed nature of classroom foreign language learning motivation and to the importance of agency and emotions in language learning. It presents an extended illustration of the applicability of complex systems theory for research design and process in SLA and its narrative approach shines light upon the evolving nature of research and role of the researcher. The study will be a valuable resource for practitioners, researchers and postgraduate students interested in classroom language teaching and learning, especially those with a focus on motivation among learners. Full Product DetailsAuthor: Richard J. SampsonPublisher: Channel View Publications Ltd Imprint: Multilingual Matters Volume: 101 Dimensions: Width: 15.60cm , Height: 1.90cm , Length: 23.40cm Weight: 0.507kg ISBN: 9781783095889ISBN 10: 1783095881 Pages: 240 Publication Date: 02 June 2016 Audience: College/higher education , Professional and scholarly , Postgraduate, Research & Scholarly , Professional & Vocational Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsTables and Figures Acknowledgements 1. Introduction Part One: Growth - A Research Narrative 2. Groundings from Foreign Language Learning Motivation Research in Japan 3. A Move to Socio-Dynamic Motivation 4. Research Design 5. Action Research Narrative Part Two: Re-viewing 6. Revisiting Complex Systems Theory 7. Class Group as Open System 8. Co-Adaptation between Self and Environment 9. Motivational Phase-Shifts and Self-Organisation across the Class Group 10. Novel Motivational Emergence in the Class Group Part Three: Reciprocity 11. The Landscape of Classroom Motivation 12. Conclusion and Iteration Appendix Glossary References IndexReviewsThis is a deeply engaging and thought-provoking book that brings together action research, complexity thinking and self-and-identity perspectives to the analysis of language learning motivation as it evolved among persons-in-context in a particular classroom group over one year. Its reflexive insights will resonate with all of us interested in motivation as language teachers, researchers or teacher-researchers. Ema Ushioda, University of Warwick, UK Sampson courageously opens up his classroom to explore how the students and their teacher develop from their emerging eclectic identities and how they socially influence each other. A whole-class awakening through iterations of possible-selves interventions, near-peer interactions, imaginings, self-reflections and mutual understandings, this landmark book establishes practitioner action research as a consequential inquiry in applied linguistics. Joseph Falout, Nihon University, Japan This is an ambitious and highly original book, exploring language learning motivation through a novel combination of complexity theory and action research. In his well-informed and insightful work, Richard Sampson has succeeded in integrating these two, seemingly incompatible fields. The outcome is an intriguing diary of a personal academic journey that covers an impressive range of ideas, from future self-images and transportable identities to classroom dynamics and directed motivational currents. Zoltan Dornyei, University of Nottingham, UK This is a deeply engaging and thought-provoking book that brings together action research, complexity thinking and self-and-identity perspectives to the analysis of language learning motivation as it evolved among persons-in-context in a particular classroom group over one year. Its reflexive insights will resonate with all of us interested in motivation as language teachers, researchers or teacher-researchers. - Ema Ushioda, University of Warwick, UK Author InformationRichard J. Sampson is a Lecturer in the University Education Center at Gunma University, Japan. His research interests concern situated exploration of the contextualised nature of the learning and teaching of foreign languages, the interrelations between language-learner self ideas, past, present and future learning experiences, and motivation. Tab Content 6Author Website:Countries AvailableAll regions |
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