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This 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.
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.
Richard 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.
Tables 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
Index