Review Motivational currents in language learning: Frameworks for focused interventions; Authors: Zoltán Dörnyei, Alastair Henry, Christine Muir; Publisher: Routledge, 2016; ISBN: 978-1-138-77732-3; Pages: 204

Main Article Content

Mirosław Pawlak

Abstract

Book review

Downloads

Download data is not yet available.

Article Details

Section
Book reviews
Author Biography

Mirosław Pawlak, Adam Mickiewicz University, Kalisz, Poland State University of Applied Sciences, Konin, Poland

pawlakmi@amu.edu.pl

Mirosław Pawlak, Professor of English at the Faculty of Philology, State University of Applied Sciences, Konin, Poland; and the Department of English Studies, Faculty of Pedagogy and Fine Arts in Kalisz, Adam Mickiewicz University, Kalisz, Poland. He received his doctoral and post-doctoral degrees as well as his full professorship from Adam Mickiewicz University in Poznań. His main areas of interest are SLA theory and research, form-focused instruction, corrective feedback, classroom discourse, learner autonomy, learning strategies, grammar learning strategies, motivation, willingness to communicate and pronunciation teaching. His recent publications include The Place of Form-focused Instruction in the Foreign Language Classroom (2006, Adam Mickiewicz University Press), Production-oriented and Comprehension-Based Grammar Teaching in the Foreign Language Classroom (co-authored with Anna Mystkowska-Wiertelak, 2012, Springer), Error Correction in the Foreign Language Classroom: Reconsidering the Issues (2014, Springer), Applying Cognitive Grammar in the Foreign Language Classroom: Teaching English Tense and Aspect (co-authored with Jakub Bielak, 2013, Springer), as well as several edited collections on learner autonomy, form-focused instruction, speaking and individual learner differences. Mirosław Pawlak is the editor-in-chief of the journals Studies in Second Language Learning and Teaching (www.ssllt.amu.edu.pl), Konin Language Studies (http://www.ksj.pwsz.konin.edu.pl/?lang=en), and the book series Second Language Learning and Teaching (http://www.springer.com/series/10129). He has been a supervisor and reviewer of doctoral and postdoctoral dissertations.

References

  1. Csikszenttnihalyi, M. (1975). Beyond boredom and anxiety. San Francisco, CA: Jossey-Bass.
  2. Csikszenttnihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.
  3. Dörnyei, Z. (2010). Researching motivation: From integrativeness to the ideal L2 self. In S. Hunston & D. Oakey (Eds.), Introducing applied linguistics: Concepts and skills (pp. 74-86). London: Routledge.
  4. Dörnyei, Z., & Kubanyiova, M. (2014). Motivating learners, motivating teachers. Building vision in the language classroom. Cambridge: Cambridge University Press.
  5. Dörnyei, Z., & Murphy, T. (2003). Group dynamics in the language classroom. Cambridge: Cambridge University Press.
  6. Waterman, A. S. (2008). Reconsidering happiness. An eudaimonist’s perspective. Journal of Happiness Studies, 9, 41-79.