This landmark volume offers a collection of conceptual papers andempirical research studies that investigate the dynamics of languagelearning motivation from a complex dynamic systems perspective. Thecontributors include some of the most well-established scholars fromthree continents， all addressing the question of how we can understandmotivation if we perceive it as continuously changing and evolving ratherthan as a fixed learner trait. The data-based studies also provide usefulresearch models and templates for graduate students and scholars in thefields of applied linguistics and SLA who are interested in engaging withthe intriguing area of examining language learning in a dynamic vein.

• 
• 
• 
• 

Contributors
Foreword
1 Introduction： Applying Complex Dynamic Systems Principles to
Empirical Research on L2 Motivation
Part 1： Conceptual Summaries
2 Ten 'Lessons' from Complex Dynamic Systems Theory： What Is
on Offer
Diane Larsen-Freeman
3 Attractor States
Phil Hiver
4 Rates of Change： Timescales in Second Language Development
Kees de Bot
5 Initial Conditions
Marjolijn Verspoor
6 Context and Complex Dynamic Systems Theory
Ema Ushioda
7 Human Agency： Does the Beach Ball Have Free Will7
Ali H． Al-Hoorie
8 Social Network Analysis and Complex Dynamic Systems
Sarah Mercer
9 The Dynamics of Possible Selves
Alastair Henry
10 'Directed Motivational Currents'： Regulating Complex Dynamic
Systems through Motivational Surges
Part 2： Empirical Studies
11 Motivation on a Per-Second Timescale： Examining Approach-
Avoidance Motivation During L2 Task Performance
Peter D． MacIntyre and Alicia Serroul
12 Dynamics of the Self： A Multilevel Nested Systems Approach
Sarah Mercer
13 Changes in Motivation， Anxiety and Self-efficacy During the
Course of an Academic Writing Seminar
14 Motivation， Emotion and Cognition： Attractor States in
the Classroom
Frea Waninge
15 Once Burned， Twice Shy： The Dynamic Development of System
Immunity in Teachers
Phil Hiver
16 Learner Archetypes and Signature Dynamics in the Language
Classroom： A Retrodictive Qualitative Modelling Approach
to Studying L2 Motivation
Letty Chan， Zoltdn Do'rnyei and Alastair Henry
17 'I Can See a Little Bit of You on Myself'： A Dynamic Systems
Approach to the Inner Dialogue between Teacher
and Learner Selves
Tammy Gregersen and Peter D． MacIntyre
18 Understanding EFL Learners' Motivational Dynamics：
A Three-Level Model from a Dynamic Systems and
Sociocultural Perspective
Tomoko Yashima and Kumiko Arano
19 The Dynamics of L3 Motivation： A Longitudinal Interview/Observation-Based Study
Alastair Henry
20 Study Abroad and the Dynamics of Change in Learner L2
Self-Concept
Kay Irie and Stephen Ryan
21 Self-Regulation in the Evolution of the Ideal L2 Self： A Complex
Dynamic Systems Approach to the L2 Motivational
Self System
Ryo Nitta and Kyoko Baba
22 The Dynamics of L2 Imagery in Future Motivational Self-Guides
Chenjing （Julia） You and Leny Chan
23 Conclusion： Hot Enough to be Cool： The Promise of Dynamic
Systems Research

《語言學習中的動機與動力（英文版）》：
Much of the previous research on motivation in SLA has been associated with either （1） Gardner's Integrative Motive or （2） Dornyei's secondlanguage （L2） Self System.The integrative motive generally proposes thatlanguage learning is energized by positive attitudes toward the target language group， emotional engagement and a willingness to invest effort inlearning （Gardner， 1985， 2010； Maclntyre et al.， 2009； Masgoret & Gardner，2003）.The other principal conceptualYscheme is the L2 Motivational SelfSystem， composed of： the ideal L2 self， the ought—to L2 self and the L2learning experience （Dornyei， 2005）.The ideal self reflects a future—orientedvision of what a learner might like to be， including speaking a new language and interacting with others who also speak the language， and hasconsistently been shown to correlate with measures of language learning（see Csizer & Kormos， 2009； Dornyei & Chan， 2013； Henry， 2009； Magid& Chan， 2012）.The ought—to self 'concerns the attributes that one believesone ought to possess to meet expectations and to avoid possible negativeoutcomes' （Dornyei， 2009a： 29）， but correlations with language learningcriterion variables have been inconsistent and difficult to interpret（Dornyei， 2009a）.The third dimension of the L2 self system， L2 learningexperience， is conceptualized at a different level than the other two components （Dornyei，2005）.
……