1,394
Views
9
CrossRef citations to date
0
Altmetric
Articles

Opening up ‘spaces for manoeuvre’: English teacher perspectives on learner motivation

Pages 442-461 | Received 12 Nov 2014, Accepted 05 May 2015, Published online: 28 May 2015

References

  • Ahearn, L. 2001. “Language and Agency.” Annual Review of Anthropology 30: 109–137.10.1146/annurev.anthro.30.1.109
  • Bakhtin, M. 1981. “Discourse in the Novel” In: The Dialogic Imagination: Four Essays. Translated by C. Emerson and M. Holquist, edited by M. Holquist, 259–422. Austin: University of Texas Press.
  • Bandura, A. 2001. “Social Cognitive Theory: An Agentic Perspective.” Annual Review of Psychology 52: 1–26.10.1146/annurev.psych.52.1.1
  • Beijaard, D., P. C. Meijer, and N. Verloop. 2004. “Reconsidering Research on Teachers’ Professional Identity.” Teaching and Teacher Education 20: 107–128.10.1016/j.tate.2003.07.001
  • Biesta, G., and M. Tedder. 2006. How is Agency Possible? Towards an Ecological Understanding of Agency-as-achievement. Working Paper 5. Exeter: The Learning Lives Project.
  • Borg, S. 2003. “Teacher Cognition in Language Teaching: A Review of Research on What Language Teachers Think, Know, Believe, and Do.” Language Teaching 36: 81–109.10.1017/S0261444803001903
  • Chambers, G. N. 1993. “Taking the ‘de’ Out of Demotivation.” The Language Learning Journal 7: 13–16.10.1080/09571739385200051
  • Cheng, H., and Z. Dörnyei. 2007. “The Use of Motivational Strategies in Language Instruction: The Case of EFL Teaching in Taiwan.” Innovation in Language Learning and Teaching 1 (1): 153–174.10.2167/illt048.0
  • Coldron, J., and R. Smith. 1999. “Active Location in Teachers’ Construction of Their Professional Identities.” Journal of Curriculum Studies 31 (6): 711–726.10.1080/002202799182954
  • Deci, E. L., and R. M. Ryan. 1985. Intrinsic Motivation and Self-determination in Human Behavior. New York: Plenum.10.1007/978-1-4899-2271-7
  • Dewey, J. (1938) 1998. Experience and Education. Indiana, IN: Kappa Delta Pi.
  • Dörnyei, Z. 2001a. Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.10.1017/CBO9780511667343
  • Dörnyei, Z. 2001b. Teaching and Researching Motivation. Harlow: Pearson Longman.
  • Dörnyei, Z., and K. Csizer. 1998. “Ten Commandments for Motivating Language Learners: Results of an Empirical Study.” Language Teaching Research 2 (3): 203–229.10.1177/136216889800200303
  • Dörnyei, Z., and I. Ottó. 1998. “Motivation in Action: A Process Model of L2 Motivation.” Working Papers in Applied Linguistics (Thames Valley University) 4: 43–69.
  • Emirbayer, M., and A. Mische. 1998. “What Is Agency?” American Journal of Sociology 103 (4): 962–1023.10.1086/ajs.1998.103.issue-4
  • Fairclough, N. 2003. Analysing Discourse. Textual Analysis for Social Research. London: Routledge.
  • Freire, P. 2004. Pedagogía de la autonomía [Pedagogy of Autonomy]. México: Siglo XXI Editores.
  • Giroux, H. 2012. “The War Against Teachers as Public Intellectuals in Dark Times.” Truthout, December 17. http://truth-out.org/opinion/item/13367-the-corporate-war-against-teachers-as-public-intellectuals-in-dark-times.
  • Glas, K. 2013. Teaching English in Chile. A Study of Teacher Perceptions of Their Professional Identity, Student Motivation and Pertinent Learning Contents. Frankfurt a. M.: Peter Lang.
  • Guilloteaux, M., and Z. Dörnyei. 2008. “Motivating Language Learners: A Classroom-oriented Investigation of the Effects of Motivational Strategies on Student Motivation.” TESOL Quarterly 42 (1): 55–77.
  • Gysling, J. 2007. “Currículum nacional: desafíos múltiples [National Curriculum: Multiple Challenges].” Revista Pensamiento Educativo 40 (1): 335–350.
  • Jiménez Raya, M., T. Lamb, and F. Vieira. 2007. Pedagogy for Autonomy in Language Education in Europe – Towards a Framework for Learner and Teacher Development. Dublin: Authentik.
  • La Ganza, W. 2008. “Learner Autonomy – Teacher Autonomy. Interrelating and the Will to Empower.” In Learner and Teacher Autonomy: Concepts, Realities and Responses, edited by T. Lamb and H. Reinders, 63–79. Amsterdam: John Benjamins.10.1075/aals
  • Lamb, T., and H. Reinders, eds. 2008. Learner and Teacher Autonomy: Concepts, Realities and Responses. Amsterdam: John Benjamins.
  • Pinto, R. 2008. El currículo crítico. Una pedagogía transformativa para la educación latinoamericana [The Critical Curriculum. A Transformative Pedagogy for Latin American education]. Santiago: Ediciones Universidad Católica de Chile.
  • Priestley, M., R. Edwards, K. Miller, and A. Priestley. 2012. “Teacher Agency in Curriculum Making: Agents of Change and Spaces for Manoeuvre.” Curriculum Inquiry 43 (2): 191–214.
  • Ryan, R. M., and E. L. Deci. 2000. “Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions.” Contemporary Educational Psychology 25 (1): 54–67.10.1006/ceps.1999.1020
  • Trang, T. T. T., and R. B. Jr. Baldauf. 2007. “Demotivation: Understanding Resistance to English Language Learning – The Case of Vietnamese Students.” The Journal of Asia TEFL 4 (1): 79–105.
  • Ushioda, E. 2008. “Motivation and Good Language Learners.” In Lessons from Good Language Learners, edited by C. Griffiths, 19–34. Cambridge: Cambridge University Press.10.1017/CBO9780511497667
  • Ushioda, E. 2011. “Motivating Learners to Speak as Themselves.” In Identity, Motivation and Autonomy in Language Learning, edited by G. Murray, X. Gao, and T. Lamb, 11–24. Bristol, CT: Multilingual Matters.
  • Vaello Orts, J. 2007. Cómo dar clases a los que no quieren [How to Teach those who don't Want to]. Madrid: Santillana.
  • Vieira, F., I. Barbosa, M. Paiva, and I. S. Fernandes. 2008. “Teacher Education Towards Teacher (and Learner) Autonomy. What Can Be Learnt from Teacher Development Practices?” In Learner and teacher autonomy: Concepts, Realities and Responses, edited by T. Lamb and H. Reinders, 217–235. Amsterdam: John Benjamins.10.1075/aals
  • Wertsch, J., P. Tulviste, and F. Hagstrom. 1993. “A Sociocultural Approach to Agency.” In Contexts for Learning Sociocultural Dynamics in Children’s Development, edited by A. Forman, N. Minick, and A. Stone, 336–357. New York: Oxford University Press.
  • Wigfield, A., and J. S. Eccles. 2000. “Expectancy – Value Theory of Achievement Motivation.” Contemporary Educational Psychology 25 (1): 68–81.10.1006/ceps.1999.1015
  • Williams, M., and R. L. Burden. 1997. Psychology for Language Teachers. New York: Cambridge University Press.
  • Woods, D. 1996. Teacher Cognition in Language Teaching: Beliefs, Decision-making, and Classroom Practice. Cambridge: Cambridge University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.