Читать книгу The Concise Encyclopedia of Applied Linguistics - Carol A. Chapelle - Страница 195

The multifaceted nature of attitudes and motivation has precluded the different theories from representing and tackling them in their total complexity. Many questions have been raised by researchers and educators about their role in second language education, and, in this brief overview, there are several important issues that have not been tackled: the relationship between these concepts and different variables such as gender (Lasagabaster, 2016), the need for greater interdisciplinarity in their study, the need to combine quantitative (self‐report surveys still reign supreme) and qualitative approaches in research, the recent trend to analyze attitudes to multilingualism, or the need to track changes over time (Dörnyei et al., 2015). Attitudes and motivation are not static and they therefore vary due to the influence of people, learning experiences, and the different contexts.

The study of different language‐teaching types of provision and the tasks undertaken presents itself as a potentially very promising field of research regarding the development of motivation. By focusing on different approaches, the researcher can probe their diverse effects and this will certainly be of interest in bilingual contexts, as the presence of different linguistic models is usually the norm. Similarly, the burgeoning presence of bilingual programs in the current lingua franca, English, demands motivational studies focused on the characteristics of the manifold and different contexts where they are being implemented (Lasagabaster, 2016, 2018).

If education authorities intend to implement coherent language policies, it is necessary to know how the different languages in contact are used in the diverse social contexts and how their functions are being extended or restricted. In order to understand this question, we have to know what the linguistic situation of the different languages is, what the existing motivation to learn them is, and which favorable or unfavorable attitudes are held. In this vein, bilingual education programs have much to say in the development of the dynamic nature of attitudes and motivation.

SEE ALSO: English in Asian and European Higher Education; Heritage Languages and Language Policy; Identities and Language Teaching in Classrooms; Motivation in Second Language Acquisition; Teacher Education for Multilingual Education; World Englishes and Teaching English to Speakers of Other Languages