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Motivation and Language Attitudes in Multilingual Educational Contexts

General details of the subject

Face-to-face degree course

Description and contextualization of the subject

This course is aimed at analysing two of the most conspicuous affective factors in language learning, namely motivation and language attitudes. The course will help students to distinguish and clearly define each of the aforementioned constructs by delving into the latest developments in the field. Language attitudes and motivation play a key role in second language learning, but this is even more remarkable in the case of multilingual settings. Since the learning of foreign languages (overwhelmingly English) is becoming commonplace in contexts where a minority language is spoken, this is an issue well worth considering, as the increasing presence of English entails the need to find a balance between the languages of communication (the foreign language) and the languages of identification (vernacular languages).

Teaching staff

NameInstitutionCategoryDoctorTeaching profileAreaE-mail
LASAGABASTER HERRARTE, DAVIDUniversity of the Basque CountryProfesorado Catedratico De UniversidadDoctorBilingualEnglish

Study types

TypeFace-to-face hoursNon face-to-face hoursTotal hours
Applied computer-based groups4610

Training activities

NameHoursPercentage of classroom teaching
Analysing and discussing papers4.0100 %
Autonomous work10.00 %
Directed activities20.070 %
Lectures5.0100 %
Preparation of the material obtained and Writing up of the work10.00 %
Presentation of projects1.0100 %
Readings and emptying of sources5.00 %
Teamwork20.00 %

Assessment systems

NameMinimum weightingMaximum weighting
Exhibition of work, readings...25.0 % 25.0 %
Participation in schools25.0 % 25.0 %
Work and explaining50.0 % 50.0 %

Ordinary call: orientations and renunciation


The final grade for the course will be based on the following:

Attendance and participation: 25%

Classroom presentation: 25%

Final assignment: 50%

Extraordinary call: orientations and renunciation


The final grade will be based on a final assignment (100%)



1. Language attitudes 1

a) Introduction: definition and components

b) Origin and change

c) Attitudes and behaviour

2. Language attitudes 2

a) Measurement

b) Attitudes and prestige

c) Language policies and attitudes

d) Other related concepts

3. Questionnaires

a) Introduction

b) Piloting

c) Administration

d) Processing data

e) Presentation of results

f) Conclusions

4. Language attitudes 3

a) Integrative and instrumental orientations

b) Attitudes to minority languages

c) Attitudes and age

d) Attitudes and gender

e) Attitudes and EFL (English as a Foreign Language)

5. Motivation 1

a) Definition and components

b) Theories of motivation

c) The L2 motivational self system

6. Motivation 2

a) Motivation and language teaching

b) Students demotivation

c) Teacher motivation

7. Motivation 3

a) Researching motivation

b) Main types of L2 motivation research


Compulsory materials

The material for the course (the course outline, the list of compulsory readings, and Power-Point presentations) is available on Egela. Compulsory readings will be handed out in class. A list with the oral presentations (titles of papers and student/pair presenting) will also be available in due course. It is the students’ responsibility to download this material.

Basic bibliography

Ajzen, I. (1988). Attitudes, Personality and Behaviour. Milton Keynes, UK: Open University Press.

Al-Hoorie, A. H. and MacIntyre, P. D. (2019). Contemporary language motivation theory: 60 years since Gardner and Lambert (1959). Bristol: Multilingual Matters.

Bradford, A. (2007). Motivational orientations in under-researched FLL contexts: Findings from Indonesia. RELC Journal 38, 302-323.

Clark, A., and Trafford, J. (1995). Boys into modern languages: An investigation of the discrepancy in attitudes and performance between boys and girls in modern languages. Gender and Education 7, 315-325.

Clayton, D. (2018) Attitudes to language. Cambridge: Cambridge University Press.

Coetzee-Van Rooy, S. (2006). Integrativeness: untenable for world Englishes learners? World Englishes 25, 437-450.

Csizér, K. and Lukács, G. (2010). The comparative analysis of motivation, attitudes and selves: The case of English and German in Hungary. System 38, 1-13.

Dörnyei, Z. (2010). Researching motivation: from integrativeness to the Ideal L2 self. In S. Hunston and D. Oakey (eds.) Introducing Applied Linguistics: concepts and skills (pp. 74-83). London: Routledge.

Dörnyei, Z., and Kubanyiova, M. (2014). Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge, UK: Cambridge University Press.

Gardner, R. C. (1985). Social Psychology and Second Language Learning: the Role of Attitudes and Motivation. London: Edward Arnold.

Garrett, P., Coupland, N., and Williams, A. (2003). Investigating Language Attitudes. Social Meanings of Dialect, Ethnicity and Performance. Cardiff: University of Wales Press.

Hadfield, J. and Dörnyei, Z. (2014) Motivating Learning. Harlow, England: Pearson.

Huguet, A. and González Riaño, X. A. (2004). Actitudes lingüísticas, lengua familiar y enseñanza de la lengua minoritaria. Barcelona: Horsori.

Lasagabaster, D. (2003). Trilingüismo en la enseñanza. Actitudes hacia la lengua minoritaria, la mayoritaria y la extranjera. Lleida, Spain: Milenio Educación.

Lasagabaster, D. (2005). Bearing multilingual parameters in mind when designing a questionnaire on attitudes: Does this affect the results? International Journal of Multilingualism 2, 26-51.

Lasagabaster, D. (2011). English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching 5, 3-18.

Lasagabaster, D. (2016). The relationship between motivation, gender, L1 and possible selves in English-medium instruction. International Journal of Multilingualism, 13, 315–332.

Lasagabaster, D. (2017)Language Learning Motivation and Language Attitudes in Multilingual Spain from an International Perspective. Modern Language Journal, 101, 583-596.

Lasagabaster, D., and Huguet, Á. (eds.) (2007). Multilingualism in European Bilingual Contexts. Language Use and Attitudes. Clevedon, UK: Multilingual Matters.

Lasagabaster, D., Doiz, A. and Sierra, J. M. (eds.) (2014). Motivation and Foreign Language Learning: From Theory to Practice. Amsterdam/Philadelphia: John Benjamins.

Lasagabaster, D. and Doiz, A. (2017) A longitudinal study on the impact of CLIL on affective factors. Applied Linguistics, 38, 688-712.

Loureiro-Rodriguez, V., Boggess, M.M., and Goldsmith, A. (2013). Language attitudes in Galicia: using the matched-guise test among high school students. Journal of Multilingual and Multicultural Development, 34, 136–153.

Masgoret, A.-M., and Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning 53, 167-210.

Mcguire, W. J. (1999). Constructing Social Psychology. Creative and Critical Processes. Cambridge, UK: Cambridge University Press.

Murray, G., Gao, X. and Lamb, T. (eds.) (2011). Identity, Motivation and Autonomy in Language Learning. Bristol/Buffalo/Toronto: Multilingual Matters.

Oxford, R. L., and Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. Modern Language Journal 78, 112-28.

Pavlenko, A. (2002). Postructuralist approaches to the study of social factors in second language learning and use. In V. Cook (ed.), Portraits of the L2 User (pp. 275-302). Clevedon: Multilingual Matters.

Rosenberg, M. J., and Hovland, C. I. (1960). Cognitive, affective, and behavioral components of attitudes. In M. J. Rosenberg, C. I. Hovland, W. McGuire, et al. (eds.) Attitude Organization and Change: an Analysis of Consistency among Attitude Components (pp. 15-30). New Haven: Yale University Press.

Ushioda, E. (2006) Language motivation in a reconfigured Europe: Access, Identity, Autonomy. Journal of Multilingual and Multicultural Development 27, 148-161.


- Applied Linguistics

- Innovation in Language Learning and Teaching

- International Journal of Multilingualism

- International Journal of Bilingual Education and Bilingualism

- Journal of Multilingual and Multicultural Development

- Language Awareness

- Language Learning

- Language Teaching Research

- TESOL Quarterly

- The language learning journal

- The Modern Language Journal


Useful Internet links:

- AILA (Association Internationale de Linguistique Appliquée) :

- AAAL (American Association of Applied Linguistics):

- BAAL (British Association of Applied Linguistics):

- EUROSLA (European Second Language Association):

- HABE biblioteca/Liburutegia:


- Research gate:

- The Linguist List.

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