GISDepartment of Global and Interdisciplinary Studies

This course is for students intending to explore second language learning (SLL) focusing on motivational issues within the context of comparative education. It provides a basic understanding of different conceptual frameworks of second language (L2) motivation and a historical overview of the development of L2 motivational studies focusing on social, cognitive and educational aspects of motivational psychology. Its purpose is to give an insight into the significant variables of L2 motivation as core elements in L2 education from a global perspective. It explains how they are affected by globalisation and local settings related to L2 learners, such as their ethnic background, age, language preferences, L2 learning conditions, etc., and especially by comparing the teaching of English to other foreign languages. This course also studies how to put related knowledge into practice: it gives an insight into collections of related research studies ranging worldwide, and it is expected to stimulate debate on how to deal with motivational aspects of learners, lessons, teaching materials, evaluation, etc. effectively in L2 education.

Upon completion of this course, students should be able to do the following:
(1) Learn different concepts, perspectives, and theories in L2 motivation.
(2) Explain various factors that influence building conceptual frameworks of L2 motivation.
(3) Utilise the theoretical knowledge of L2 motivation to explain motivational issues of L2 education.
(4) Discuss motivational approaches to deal with controversial issues of L2 education.

Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.

英語 / English

A presentation, final exam and writing assignment are required for the completion of this course; students are required to choose one of the course topics, make a presentation and submit a writing assignment on it. Submission of the final requirements and feedback will be on the learning management systems (HOPPII, etc.).

あり / Yes

なし / No

授業形態/methods of teaching：対面/face to face

※各回の授業形態は予定です。教員の指示に従ってください。

1[オンライン/online]：Introduction

Introduction

2[対面/face to face]：The Conceptualisation of Motivation

Issues in defining motivation and its fundamental challenges

3[対面/face to face]：The Development of the L2 Motivational Studies (1)

Issues in the classical studies

4[対面/face to face]：The Development of the L2 Motivational Studies (2)

Issues in the social-psychological period

5[対面/face to face]：The Development of the L2 Motivational Studies (3)

Issues in the cognitive-situated period

6[対面/face to face]：The Development of the L2 Motivational Studies (4)

Issues in the process-oriented and socio-dynamic periods

7[対面/face to face]：L2 Motivation in Practice

Issues in teaching strategies and approaches

8[対面/face to face]：L2 Motivation in Context

Issues in demotivating influences

9[対面/face to face]：L2 Motivation Research from a Global Perspective (1)

Issues from a perspective of cross-sectional studies

10[対面/face to face]：L2 Motivation Research from a Global Perspective (2)

Issues from a perspective of longitudinal studies

11[対面/face to face]：Presentation (1)

Preparation for presentation: checking contents, materials, procedure and performance

12[対面/face to face]：Presentation (2)

Discuss and review (1)

13[対面/face to face]：Presentation (3)

Discuss and review (2)

14[対面/face to face]：Consolidation of Comparative Education

Final exam and review

1. Every week before class, students are required to comprehend the assigned readings and be ready for group discussion on related topics in class.
2. Students are required to complete daily tasks by choosing the related topics of lectures.
3. Preparatory study and review time for this class are 2 hours each.

Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation. Cambridge University Press.

1. Apple, T. M., Silva, Da D., & Fellner, T. (eds.). (2017). L2 selves and motivations in Asian contexts. Multilingual Matters.
2. Dörnyei, Z. (2005). The psychology of the language learner. LEA.
3. Dörnyei, Z. (2020). Innovations and challenges in language learning motivation. Routledge.
4. Dörnyei, Z., & Ushioda, E. (eds.). (2009). Motivation, language identity and the L2 self. Multilingual Matters.
5. Dörnyei, Z. et al. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Multilingual Matters.
6. Ushioda, E. (2013). International perspectives on motivation: Language learning and professional challenges. Palgrave Macmillan.

Evaluation will be based on:
1. Class participation (10%)
2. Presentation (30%)
3. Writing assignment (30%)
4. Final Exam (30%)

More frequent and detailed notifications regarding class activities and tasks will be given in order to 1) avoid causing any difficulties in getting access to important information about the course, and 2) allow students to prepare for class discussions, final requirements, etc.

Use a laptop in class, get lecture materials, etc. in HOPPII.

None.

None.