Language Learning Motivation in Japan Edited by: Matthew T. Apple, Dexter Da Silva, Terry Fellner

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01 Oct 2013
Second Language Acquisition
Multilingual Matters
234 x 156


This book synthesises current theory and research on L2 motivation in the EFL Japanese context carried out by internationally recognized researchers and upcoming researcher-educators working in various educational contexts in Japan. Topics covered include the issues of cultural identity, demotivation, language communities, positive psychology, possible L2 selves and internationalisation within a key EFL context. The studies in the book utilise a wide variety of research methodologies aiming to narrow the gap between theory and practice and examine L2 motivation in primary, secondary and tertiary education. This volume will be of interest to research/teacher professionals who are currently engaged in active ESL/EFL practice, EFL educators, researchers, and teacher-trainers both inside and outside Japan, who are interested in research on L2 motivation in general and within the Japanese context in particular, as well as graduate and postgraduate researchers.


This volume explores a variety of exciting topics regarding L2 motivation research in Japan. A particular strength of this anthology is the focus on the importance of the cultural context. In addition, various research methods and approaches are presented in a well-balanced manner. I am sure that no reader will leave this volume empty-handed.

- Osamu Takeuchi, Kansai University, Japan

This volume presents a rich set of theoretical frameworks, research questions, methodologies, and reviews that shed light on the potential and actual synergies between effective second language learning and motivation. While using exemplars from Japan the distinguished group of authors provide a platform for discussing related language learning issues internationally. This is a very strong volume and I commend it highly.

- Dennis M. McInerney, Chair Professor Educational Psychology, The Hong Kong Institute of Education, Hong Kong

The book offers contextualised confirmation of research findings from elsewhere as well as useful theoretical and practical implications for further research in EFL motivation and classroom practices that are not only relevant to Japan but also transferrable elsewhere.

- The Asian Journal of Applied Linguistics Vol. 3 No. 2 - Kevin W. H. Yung, The University of Hong Kong

This book makes a good contribution to addressing L2 motivation theory, including teaching practices through studies on language learning I do not doubt that this volume will be a valuable addition to university libraries and the bookshelves of researchers both in Japan and around the world.motivation.

- JALT Journal, 36.2, November 2014 - Dominic G. Edsall, Ritsumeikan Primary School, Japan

The reviewed publication presents a wide and thorough scope of research on assessments and attitudes regarding motivation in second language learning. One of the major advantages of this book is its diversified notional structure and empirical analyses based on both quantitative and qualitative research, which undoubtedly provides every interested reader with a deep insight into this field of study. All of the texts that make up this insightful publication consider numerous and multi-faceted issues of cultural identity, motivation and de-motivation, language communities and other social phenomena related to language learning. This professional publication also provides its readers with basic aspects of L2 motivational research, which is an additional advantage.

- Psychology of Language and Communication, Volume 18, Issue 1 (May 2014) - Jan E. Okuniewski, University of Warsaw, Poland

Author Biography:

Matthew T. Apple is Associate Professor in the Department of Communication at Ritsumeikan University. His research interests include individual differences in SLA, L2 vocabulary acquisition and educational statistics.

Dexter Da Silva is Professor in the Department of Psychology and Horticulture at Keisen University. He has been working in the field for over 25 years, researching student motivation, identity development, trust and classroom dynamics.

Terry Fellner is Associate Professor at the Center for General Education at Saga University. He is a section editor of @CUE in The OnCUE Journal and his research interests include vocabulary acquisition, outdoor language learning and L2 reading.

Readership Level:

Postgraduate, Research / Professional

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