Despite the common association between authenticity and motivation in language learning, there does not currently exist a single volume exploring these connections. This book looks at the relationship between authenticity and motivation by specifically viewing the process of mutually validating the act of learning as social authentication, which in turn can often lead to positive motivational synergy between students and teacher(s). The study at the centre of this book uses autoethnography and practitioner research to examine the complex relationship between authenticity and motivation in the foreign language learning classroom. In particular, it traces the links between student and teacher motivation, and proposes that authenticity can act as a bridge to connect learners to the classroom environment and engage with the activity of learning.
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viii | |
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xi | |
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List of ad-hoc interviews |
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xii | |
| Acknowledgements |
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xiii | |
| Glossary of abbreviations and specialist terms |
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xiv | |
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1 | (9) |
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2 Theoretical framework: stepping stones |
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10 | (40) |
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3 Research methods: the evolution of my design |
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50 | (40) |
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90 | (62) |
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152 | (47) |
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6 Bridging the gap: synergies into praxis |
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199 | (39) |
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238 | (22) |
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260 | (7) |
| Afterword |
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267 | (2) |
| Appendix 1 Spring semester syllabus |
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269 | (2) |
| Appendix 2 Autumn semester syllabus |
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271 | (2) |
| Appendix 3 Transcription conventions |
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273 | (1) |
| Appendix 4 CaLabo transcript |
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274 | (4) |
| Appendix 5 Digital appendix |
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278 | (1) |
| References |
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279 | (22) |
| Index |
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301 | |
Richard Pinner is a language teacher and associate professor at Sophia University in Tokyo. He holds a PhD in ELT and Applied Linguistics and has published several articles on language teaching, most recently in Language Teaching Research, English Today and Applied Linguistics Review.
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