Motivating Learning  book cover
1st Edition

Motivating Learning

ISBN 9781408249703
Published April 18, 2013 by Routledge
320 Pages

USD $56.95

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Book Description

Motivation is a vital element in learning, and the most commonly cited explanation for success or failure in language learning. Jill Hadfield and Zoltán Dörnyei present a new theory of motivation centred around the notion of the "˜Ideal Future Language Self", arguing that if students have a rich and inspiring vision of themselves as successful future language learners and users, they will be motivated to work hard to actualise the vision and become that learner. This book:

  • integrates the latest research in language teaching with innovative classroom practice
  • offers suggestions on how the various components of the theory could be structured into a teaching sequence
  • includes a variety of imaginative classroom activities designed to aid both student and teacher in creating and actualising the Ideal Self through visualisation, goal setting, task identification and planning, and a selection of appropriate learning strategies
  • shows how teachers can undertake motivation-related research in their own classrooms

This is an ideal guide to and activity book for the theory and practice of motivation in language learning for students and teachers alike.

Table of Contents

Part I Introduction: motivation and the vision of knowing a second language

Motivation and the self

A visionary motivational programme

How this book is structured

Part II From implications to application

Content selection


1 Imaging identity: my Future L2 Self

Section 1: Creating the vision

Activity 1: Future Alternatives

Activity 2: Introduction to Visualisation

Activity 3: My Ideal Self

Activity 4: Portraits

Activity 5: L2 Greetings

Activity 6: My Future L2 Self

Activity 7: Identity Tree

Activity 8: The Self I Can Become

Section 2: Substantiating the vision: what is possible

Activity 9: Reality Check 1

Activity 10: Reality Check 2

Activity 11: Reality Consensus

Activity 12: Dream On!

Activity 13: Leaf Rating

Activity 14: Vision Revision

Section 3: Counterbalancing the vision

Activity 15: What If  . . . ?

Activity 16: What Gets in the Way of Learning?

Activity 17: Identifying the Self Barrier

Activity 18: Meeting the Self Barrier

Activity 19: Filmshots

Activity 20: Two Roads

Activity 21: Overcoming Obstacles

Section 4: Aligning selves

Activity 22: Introducing the Ought-to Self

Activity 23: The Mom Song

Activity 24: The Ought-to Self Song

Activity 25: Great Expectations

Activity 26: Advice From the Ought-to Self

Activity 27: Making Friends with the Ought-to Self

Activity 28: Meeting the Mentor

Activity 29: The Fourth Man

Section 5: Enhancing the vision

Activity 30: Future Photo Album

Activity 31: Future Self-Portraits

Activity 32: Song of My Future Self

Activity 33: Fairytale

2 Mapping the journey: from dream to reality

Section 1: From vision to goals

Activity 34: Wishlists

Activity 35: Syllabus Check

Activity 36: Aims Poster

Activity 37: Personal Goal Statements

Activity 38: From Reality Check to Goal Sheet: a Greek Example

Activity 39: Base Camps

Activity 40: Goal Breakdown

Activity 41: Goal Wheels

Section 2: From goals to plans

Activity 42: Task List

Activity 43: Taskmap

Activity 44: Mosaic

Activity 45: Slicing up the cake

Activity 46: Study Plan

Section 3: From plans to strategies

Activity 47: Work Style

Activity 48: Study Habits

Activity 49: Time Management

Activity 50: Try This!

Activity 51: Great Expectations

Activity 52. Distraction Reduction

Activity 53: Allocating Time

Activity 54. Light Fantastic

Activity 55: Chill

Activity 56. Positive Thinking

Activity 57: Favourite Workplace

Activity 58: With a Little Help from my Friends

Activity 59: Strategies Rap

Section 4: From strategies to achievement

Activity 60: Study Buddies

Activity 61: Study Contracts

Activity 62: Rate Yourself

Activity 63: Progress Ladders

Activity 64: Contract Wall

Activity 65: Progress Blog

3 Keeping the vision alive

Section 1: Developing identity

Identity projects

Activity 66: Board Game

Activity 67: Letter from My Future Self

Activity 68: Future Photo Albums

Activity 69: Future Diaries

Activity 70: L2 Self Bebo/Facebook Pages

Activity 71: ‘Second Life’

Targeted visualisations

Activity 72: Goods and Services: In a Restaurant

Activity 73: Social: At a Party

Activity 74: Work: Job Interview

Activity 75: Study and Exams: Giving a Presentation

Role models

Activity 76: Good Language Learners

Activity 77: Interview a Role Model

Activity 78: Webquest

Activity 79: Role Model Roleplay


Activity 80: Secret Friends

Activity 81: Affirmation Sheets

Activity 82: Claim a Compliment!

Activity 83: New!! Exciting!!

Section 2: Making it real

Entering the L2 community

Activity 84: Projects: What to Do in . . .

Activity 85: Interviews: What do you think of . . .?

Activity 86: Community Placements

Activity 87: International E-pals

Activity 88: Guest Speakers

Activity 89: Chat Corner

Simulations: let’s pretend

Activity 90: A Bed for the Night

Activity 91: Doing the Shopping

Activity 92: Where Can I Get a Cup of Coffee?

Activity 93: What’s On?

Activity 94: Airport

Activity 95: Taking It Back

Cultural events

Activity 96: Film Screenings

Activity 97: Foodies

Activity 98: Festivals

Activity 99: Culture Board

Part III From application to implementation

Towards a motivational programme

Induction module

Mapping the journey

Keeping the vision alive

Enjoyment of the learning experience

Part IV From implementation to research

Why do action research?

Why not?

What is action research?

Who should do it?



Interview topics and questions

Processing the interview data



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Jill Hadfield has worked as a teacher and teacher trainer in Britain, France, China, Tibet, Madagascar and run short courses and seminars for teachers in many other parts of the world. She now teaches on the Certificate and Diploma in Language Teaching, and the BA in English at Unitec New Zealand. She is the author of over 25 books, including the Longman Communication Games series, five books in the Oxford Basics series and Classroom Dynamics. She has also written a course for young learners: Excellent! published by Longman. Two Teacher Education books were published last year: Top Tools for Language Teachers (Pearson) and An Introduction to Teaching English (OUP). She has also written two travel books and a novel.

Zoltán Dörnyei received his PhD in psycholinguistics from Eötvös University, Budapest in 1989 where he then worked for 10 years as a teacher trainer and applied linguist, with his responsibilities also including being Director of Studies of the PhD program in Language Pedagogy. In 1998 he moved to the UK, and he is currently Professor of Psycholinguistics in the School of English Studies, University of Nottingham. He has published over 60 academic papers on various aspects of second language acquisition and language teaching methodology, and is the author of several books