Offering a historical and empirical account this book provides a comprehensive overview of the
socio-educational model of second language acquisition. This approach to understanding
motivational variables that promote success in the learning of a second or foreign language -
distinguishing between language classroom motivation and language learning motivation - is a
major one in the history of this field of research. Chapters include a discussion of the
definition and measurement of motivation historical foundations of the model recent studies
with the International Attitude Motivation Test Battery for English as a foreign language in
different countries the implications of the model to the classroom context and a discussion
of criticisms and misconceptions of the model. The book provides graduate students and
researchers with unique coverage of this research-oriented approach as well as serving as a
source book for the area. It is ideal for courses on motivation in second language learning or
as a supplemental text for research-oriented courses in applied linguistics educational
psychology or language research in general.
