This anthology provides a much-needed bridge between conventional and dynamic approaches to L2 motivation research, and it is an important step toward a more complete understanding of the motivational ebbs and flows of language learning.
-- Aaron Doyle, The University of Hong Kong * The Asian Journal of Applied Linguistics Vol. 2 No. 2 *
The book is, without doubt, an important contribution not only to MLL directly but as an example of how CDST can be successfully applied to a particular area of research, also to applied linguistics, not to mention to other social science disciplines it has yet to touch. The book deserves to be read widely and with an open mind.
-- Roderick E. Mitcham, Kyoto Sangyo University, Japan * JALT Journal, 37.2, November 2015 *
The edited volume is bound to become a recognized source of reference, inspiration, insight, reflection and self-education for all those who set their sights on uncovering the intricate nature of motivation to learn additional languages, whether with respect to its causes, intensity or the factors responsible for shaping it. Its merits will undoubtedly be appreciated by undergraduate, graduate and doctoral students, experienced scholars who feel the need to apply a wider lens to their research, one that is more focused on the individual, context or interactions between the two, as well as teachers who are determined to gain a greater understanding of the factors impinging upon motivation in the hope of devising efficacious motivational strategies.
-- Miroslaw Pawlak, Adam Mickiewicz University, Kalisz, Poland * Second Language Learning and Teaching 5 (4). 2015. 697-713 *
This pioneering volume brings together an impressive collection of studies on the applications of dynamic systems theory to the research of language learning motivation. Its strengths lie in offering new theoretical perspectives and groundbreaking methodological tools in researching motivation in various contexts. This book will prove to be a valuable and stimulating resource for anyone interested in the complex interplay of context, individual learner characteristics and processes of second language acquisition.
* Judit Kormos, Lancaster University, UK *