Book Review
Teaching and Researching: Motivation. SecondEdition.
Zoltán Dörnyei and Ema Ushioda. Longman. 2010. 326 pp.

Reviewed by James Broadbridge
Aoyama Gakuin University& J. F. Oberlin University
Motivation and the problem of how to inspire both students andteachers is possibly the most important factor in every classroom,
even more so when one considers that a large number of EFL students
have little choice to be in the classroom. It is no surprise then thatthe amount of research into motivation has grown so vastly in recent
times, with the last decade seeing a wealth of research and discussion
PU[OLÄLSK>P[O[OPZPUTPUKP[HWWLHYZ[VIL[OLWLYMLJ[[PTL[V[HRLstock of advances and consider the future. Teaching and Researching:
Motivation is thus a perfectly timed and most welcome second edition
to the original work written solely by Zoltán Dörnyei (Dörnyei , 2001a).
For this second edition, Dörnyei has teamed up with another leader
PU[OLÄLSK,TH<ZOPVKHVM>HY^PJR<UP]LYZP[`[VWYV]PKLHTHQVY
revision of the original text.
Using the same structure and user-friendly format of the original,(see Da Silva, 2001 for a review) Dörnyei and Ushioda bring us up todate with current and future trends in motivation theory as well as offer
invaluable practical guides to researching the topic and connecting thetheory with the reality of the classroom.
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its beginnings in the late 50s up to its current status. Here, the major49

Broadbridge

research of the past decade is succinctly summarized, and the threemajor theories put forward by the authors in the past decade are
discussed, giving a clear indication of the possible future of motivation
theory and research and the move from the process-oriented theoriesof the previous decade to the present socio-dynamic thinking which
MVJ\ZLZVU[OLK`UHTPJUH[\YLVMTV[P]H[PVUHUK[OLPUÅ\LUJLZVJPHS
context has on motivation.
>OPSL[OLÄYZ[ZLJ[PVUWYV]PKLZ[OLYLHKLY^P[OHIHJRNYV\UKHUKtheoretical knowledge, it is the second section which all teachers, be[OL`PU[LYLZ[LKPUYLZLHYJOVYUV[^PSSÄUKPU]HS\HISLHZ+YU`LPHUK
Ushioda revisit elements of Dörnyei’s (2001b) fascinating practical
discussion of motivation in the L2 classroom. This section of the bookallows teachers to understand the reason for both success and failure inthe classroom. It connects the theory with classroom practice and givesa large amount of ideas in how to both generate and sustain student
motivation, with the result being that the reader is better equipped toincrease the number of their successes. Of particular interest is theexpanded discussion of demotivated students, which through a large
increase in research in this area highlights the huge impact teachers
have on students. The topic of teacher motivation has also been greatly
expanded to illustrate the importance of retaining a healthy, motivatedteaching staff—a topic of great interest to administrators.
The second half of the text moves on to the topic of researchand provides a huge amount of practical advice for the budding
researcher. An expanded collection of recent important studies aredescribed in detail, allowing readers to understand clearly the researchundertaken by others, whilst giving a strong platform from which tobegin new studies. Guidelines, example studies and questionnaires
are geared towards pushing the research of motivation towards a morequalitative nature which mirrors the theoretical leanings discussed in[OLÄYZ[ZLJ[PVUVM[OL[L_[HUKWVPU[Z[V^HYKZHKLZPYLMVYHNYLH[LYunderstanding of individuals’ reasons for success or failure.
50

Teaching and Researching Motivation, OnCUE Journal, 5(1), pages 49-51

The real strength of this book is its ability to tie together theory
HUK WYHJ[PJL HUK [V NP]L [OL YLHKLY [OL RUV^SLKNL HUK JVUÄKLUJLto know that what they are doing is correct and will work. Whether
a teacher is new to the profession or has twenty years of experience,[OPZIVVRPZPU]HS\HISLPUNP]PUNPUZPNO[PU[V^OH[HWV^LYM\SPUÅ\LUJL
[OL[LHJOLYPZPU[OLJSHZZYVVTHUK[OLPUÅ\LU[PHSPTWHJ[V\YHJ[PVUZ
have on our students. It clearly spells out ways in which we can have aWVZP[P]LPUÅ\LUJLVUZ[\KLU[ZHUKPSS\Z[YH[LZ[OPZ^P[OHUL]LYNYV^PUN
body of research. Teachers who are yet to read further about this mostimportant topic would do well to begin their reading with this easily
accessible and fascinating text, and those who have a prior knowledge
will be grateful for the clear theoretical summary it offers, pointers forthe future of the topic, and inspiration for further developments in theÄLSK***James Broadbridge has been teaching at university level in Japan
since 2001. His M.A. thesis examined teacher motivation, and bothteacher and student motivation remain a primary research interest.

References+H:PS]H+9L]PL^VM[LHJOPUNHUKYLZLHYJOPUN!
Motivation. OnCUE, 9(1), 29-30.
Dörnyei, Z. (2001a). Teaching and researching: Motivation.
/HYSV^<2!7LHYZVU,K\JH[PVU3[K
Dörnyei, Z. (2001b). Motivational strategies in the language
classroom*HTIYPKNL<2!*HTIYPKNL<UP]LYZP[`7YLZZ51