ABSTRACT
Despite being considered a key factor in language learning success, the research literature on language learning (L2) motivation has failed to make a meaningful connection between motivation and the specific dimensions and processes involved in second language acquisition (SLA). After presenting an overview of the current state of research on major L2 motivational theories and constructs, this chapter provides a view of motivation as a phenomenon that permeates every aspect of the SLA process. We make the case that researchers should employ current theoretical frameworks to design experimental studies that examine the quantitative as well as qualitative effects of motivation on and within the various socio-cognitive processes involved in learning an additional language. Such a motivation-learning interface can have substantial implications for L2 pedagogy.
