Language Learning Motivation in a Multilingual Chinese Context

Grounded in the Douglas Fir Group conceptualization of language learning, the book explores the complex interplay of diverse factors that shape learners’ motivation. It offers a unique window into the situated nature of language learning motivation in the macro, meso, and micro contexts of a Chinese heritage society. In so doing, it brings the Chinese voice into the theorization of this important language learning construct. Potential future research avenues are suggested, and implications for policy and practice are discussed.

This book will be a useful resource for academics and postgraduates interested in the fields of English as a second language (ESL), English language teaching, language teaching and learning.