Book Review
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Year 2016, , 65 - 70, 18.03.2016
https://doi.org/10.32601/ejal.460999

Abstract

References

  • Boo, Z., Dörnyei, Z, & Ryan, S. (2015). L2 motivation research 2005-2014: Understanding a publication surge and a changing landscape. System, 55, 145-157. http://doi.org/bfft
  • Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Fransisco, CA: Jossey-Bass.
  • Csikszentmihalyi, M. (1988). Introduction. In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 3-14). Cambridge: Cambridge University Press.
  • Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Harper & Row.
  • Deci, E. L., & Ryan, M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press.
  • Döryei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Erlbaum.
  • Dörnyei, Z., Ibrahim, Z., & Muir, C. (2015). ‘Directed Motivational Currents’: Regulating complex dynamic systems through motivational surges. In Z. Dörnyei, P. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 95-105). Bristol: Multilingual Matters.
  • Dörnyei, Z., & Kubanyiova, M. (2014). Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge: Cambridge University Press.
  • Dörnyei, Z., Muir, C., & Ibrahim, Z. (2014). Directed motivational currents: Energising language learning through creating intense motivational pathways. In D. Lasagabaster, A. Doiz, & J. M. Sierra (Eds.), Motivation and foreign language learning: From theory to practice (pp. 9-29). Amsterdam: John Benjamins.
  • Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow: Longman.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
  • Henry, A., Davydenko, S., & Dörnyei, Z. (2015). The anatomy of Directed Motivational Currents: Exploring intense and enduring periods of L2 motivation. The Modern Language Journal, 99(2), 329-345. http://doi.org/bffs
  • Muir, C., & Dörnyei, Z. (2013). Directed motivational currents: Using vision to create effective motivational pathways. Studies in Second Language Learning and Teaching, 3(3), 357-375.

Review of Exploring Psychology in Language Learning and Teaching

Year 2016, , 65 - 70, 18.03.2016
https://doi.org/10.32601/ejal.460999

Abstract

 Exploring Psychology in Language Learning and Teaching, Marion Williams, Sarah

Mercer, and Stephen Ryan. Oxford: Oxford University Press (2016). ix+171 pp. ISBN: 978-0-



19-442399-1 (pbk)

References

  • Boo, Z., Dörnyei, Z, & Ryan, S. (2015). L2 motivation research 2005-2014: Understanding a publication surge and a changing landscape. System, 55, 145-157. http://doi.org/bfft
  • Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Fransisco, CA: Jossey-Bass.
  • Csikszentmihalyi, M. (1988). Introduction. In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 3-14). Cambridge: Cambridge University Press.
  • Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Harper & Row.
  • Deci, E. L., & Ryan, M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press.
  • Döryei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Erlbaum.
  • Dörnyei, Z., Ibrahim, Z., & Muir, C. (2015). ‘Directed Motivational Currents’: Regulating complex dynamic systems through motivational surges. In Z. Dörnyei, P. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 95-105). Bristol: Multilingual Matters.
  • Dörnyei, Z., & Kubanyiova, M. (2014). Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge: Cambridge University Press.
  • Dörnyei, Z., Muir, C., & Ibrahim, Z. (2014). Directed motivational currents: Energising language learning through creating intense motivational pathways. In D. Lasagabaster, A. Doiz, & J. M. Sierra (Eds.), Motivation and foreign language learning: From theory to practice (pp. 9-29). Amsterdam: John Benjamins.
  • Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow: Longman.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
  • Henry, A., Davydenko, S., & Dörnyei, Z. (2015). The anatomy of Directed Motivational Currents: Exploring intense and enduring periods of L2 motivation. The Modern Language Journal, 99(2), 329-345. http://doi.org/bffs
  • Muir, C., & Dörnyei, Z. (2013). Directed motivational currents: Using vision to create effective motivational pathways. Studies in Second Language Learning and Teaching, 3(3), 357-375.
There are 14 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Book Review(s)
Authors

Kadriye Aksoy

Publication Date March 18, 2016
Published in Issue Year 2016

Cite

APA Aksoy, K. (2016). Review of Exploring Psychology in Language Learning and Teaching. Eurasian Journal of Applied Linguistics, 2(1), 65-70. https://doi.org/10.32601/ejal.460999