Language Learning Motivation in a Multilingual Chinese Context

Drawing on quantitative and qualitative data from teachers and students in Hong Kong’s secondary schools, this book examines critical questions in relation to language learning motivation and instructional contexts. Readers are provided with a critical overview of developments in theory and research on language learning motivation and the potential to further extend these developments.

Grounded in the Douglas Fir Group conceptualization of language learning, the book explores the complex int...