Descripción y contextualización de la asignatura

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 two 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).

Convocatoria ordinaria: orientaciones y renuncia

ASSESSMENT

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

Attendance and participation: 25%

Classroom presentation: 25%

Final assignment: 50%



Information on the use of resources and materials in assignments

Home-assignments: the work submitted by the students must be their own work and must have been written completely by themselves. The students must identify and include the source of all facts, ideas, opinions and viewpoints of others through in-text referencing and the relevant sources should all be included in the list of references at the end of their work. Direct quotations from books, journal articles, internet sources or any other source must be acknowledged and the sources cited must be identified in the list of references.

Convocatoria extraordinaria: orientaciones y renuncia

ASSESSMENT

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

Temario

GOALS OF THE COURSE



1. INTRODUCTION TO THE "MOTIVATION" AND "LANGUAGE ATTITUDES" CONSTRUCTS: COMPONENTS, SIMILARITIES AND DIFFERENCES

2. REVIEW OF THE LITERATURE ON ATTITUDES AND MOTIVATION IN MULTILINGUAL SETTINGS

3. TO DEVELOP THE SKILLS OF CRITICAL EVALUATION OF STUDIES ON MOTIVATION AND LANGUAGE ATTITUDES

4. RESEARCH STUDIES: QUANTITATIVE APPROACH VERSUS QUALITATIVE APPROACH

5. TO DELVE INTO THE DIFFERENT STAGES TO BE CONSIDERED WHEN CARRYING OUT RESEARCH STUDIES ON MOTIVATION AND LANGUAGE ATTITUDES

6. TO DESIGN A RESEARCH STUDY ON THIS FIELD OF RESEARCH





METHODOLOGY



THIS COURSE CONSISTS OF 3 ECTS (EUROPEAN CREDIT TRANSFER AND ACCUMULATION SYSTEM) AND 24 CLASS HOURS IN ORDER TO REACH THE OBJECTIVES POINTED OUT ABOVE. BEFORE EACH CLASS STUDENTS WILL HAVE TO READ ARTICLES DEALING WITH THE SIX AFOREMENTIONED OBJECTIVES AND MAKE A CRITICAL AND INDIVIDUAL PRESENTATION OF ONE OF THEM. IN THE SEMINARS GROUP WORK WILL BE UNDERTAKEN IN ORDER TO ANALYSE THE ISSUES TACKLED IN CLASS; EACH GROUP WILL HAVE TO CARRY OUT A PARTICULAR TASK BASED ON THE COMPULSORY READINGS. IN THE FINAL STAGE OF THE COURSE STUDENTS WILL CHOOSE A QUALITATIVE APPROACH, A QUANTITATIVE APPROACH OR A MIXED METHODS APPROACH WITH A VIEW TO DESIGNING AN INDIVIDUAL PIECE OF RESEARCH IN THE AREA OF MOTIVATION AND LANGUAGE ATTITUDES IN MULTILINGUAL SETTINGS.



ASSESSMENT



THE ASSESSMENT CRITERIA WILL BE THE FOLLOWING:



1. CRITICAL PARTICIPATION IN THE CLASSES AND SEMINARS: 25%

2. USE OF CRITICAL THINKING SKILLS TO PRESENT ONE OF THE RESEARCH ARTICLES PROPOSED AT THE BEGINNING OF THE COURSE: 25%

3. PRESENTATION OF AN ORIGINAL RESEARCH PROJECT IN THE FIELD OF MOTIVATION AND LANGUAGE ATTITUDES: 50%



PROGRAM



1. INTRODUCTION TO THE "MOTIVATION" AND "LANGUAGE ATTITUDES" CONSTRUCTS

2. QUANTITATIVE APPROACH, QUALITATIVE APPROACH AND MIXED METHODS APPROACH IN THIS FIELD OF RESEARCH

3. CRITICAL ANALYSIS OF THE LITERATURE ON MOTIVATION AND LANGAUGE ATTITUDES IN MULTILINGUAL SETTINGS

4. INTERPRETATION OF RESEARCH AND DATA ANALYSIS

5. DESIGN OF A RESEARCH PROJECT

Bibliografía

Materiales de uso obligatorio

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.

Bibliografía básica

Apple, M. T., Da Silva, D. and Fellner, T. (2017). L2 selves and motivations in Asian contexts. Bristol: Multilingual Matters.



Baker, C. (1992). Attitudes and Language. Clevedon, UK: Multilingual Matters.



Brophy, J. (2004). Motivating Students to Learn. Second edition. Mahwah, NJ: Lawrence Erlbaum.



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.



Csizér, K. and Magid, M. (2010). The impact of self-concept on language learning. Bristol: Multilingual Matters.



Dewaele, J.-M. (2018) Online questionnaires. In A. Phakiti et al. (eds.) The Palgrave Handbook of Applied Linguistics Research Methodology (pp. 269-286). New York: Palgrave.



Dörnyei, Z. (2001a). Teaching and Researching Motivation. Harlow, UK: Longman.



Dörnyei, Z. (2001b). Motivational Strategies in the Language Classroom. Cambridge, UK: Cambridge University Press.



Dörnyei, Z. (2010a). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). London: Routledge.



Dörnyei, Z. (2010b). 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., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow: Longman.



Dörnyei Z., Csizér K., and Németh N. (2006). Motivation, Language Attitudes and Globalisation. A Hungarian Perspective. Clevedon, UK: Multilingual Matters.



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



Dörnyei, Z., and Ushioda, E. (eds.) (2009). Motivation, Language Identity and the L2 Self. Clevedon, UK: Multilingual Matters.



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



Garrett, P. (2010). Attitudes to Language. Cambridge, UK: Cambridge University Press.



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



Gkonou, C., Daubney, M. and Dewaele, J.-M. (2017). New Insights into Language Anxiety: Theory, Research and Educational Implications. Bristol: Multilingual Matters.



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



Henry, Alastair (2009) Gender differences in compulsory school pupils’ L2 self-concepts: A longitudinal study. System 37, 177-193.



Henry, A., Sundquist, P. and Thorsen, C. (2019) Motivational Practice: Insights from the Classroom. Lund, Sweden: Studentlitteratur.



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



Kikuchi, K. (2015) Demotivation in Second Language Acquisition: Insights from Japan. Bristol: Multilingual Matters.



Lamb, M. (2017) The motivational dimension of language teaching. Language Teaching 50, 301-346.

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.



Liu, Y. and Thompson, A.S. (2018) Language learning motivation in China: An exploration of the L2MMS and psychological reactance. System 72, 37-48.



Siridetkoon, P. and Dewaele, J.M. (2018) Ideal self and ought-to-self of simultaneous learners of multiple foreign languages. International Journal of Multilingualism 15, 313-328.



Toepoel, V. (2015) Doing Surveys Online. London: Sage.



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

Bibliografía de profundización

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







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.







Dörnyei, Z. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). London: Routledge.







Dewaele, J.-M. (2018) Online questionnaires. In A. Phakiti et al. (eds.) The Palgrave Handbook of Applied Linguistics Research Methodology (pp. 269-286). New York: Palgrave.

Revistas

- 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



- The language learning journal



- The Modern Language Journal

Enlaces

Useful Internet links:



- AILA (Association Internationale de Linguistique Appliquée) : http://www.aila.info



- AAAL (American Association of Applied Linguistics): http://www.aaal.org



- BAAL (British Association of Applied Linguistics): http://ww.baal.org.uk



- EUROSLA (European Second Language Association): http://eurosla.org/home.html



- HABE biblioteca/Liburutegia: http://www.habe.euskadi.eus/s23-5492/es/



- LANGUAGE AND SPEECH: http://laslab.org



- Research gate: https://www.researchgate.net/home



- The Linguist List. http://www.linguistlist.org