1. Foreign language motivation research in Japan: An ‘insider’ perspective from outside Japan Ema Ushioda University of Warwick JALT CUE 2011

2. An ‘insider’ from outside Japan JALT CUE 2011

3. Foreign language motivation:currently a vibrant research field JALT CUE 2011

4. Traditional concept of integrative motivation Gardner & Lambert 1972

5. Globalization & global English Impact on how we theorize L2 motivation: Reconceptualizingintegrativeness as an internal process of identification within the self-concept (Dörnyei 2005) Linking L2 motivation with self and identity: Motivation, Language Identity and the L2 Self (Dörnyei & Ushioda 2009) Identity, Motivation and Autonomy in Language Learning (Murray et al. 2011)

6. Global importance of English: pedagogical & educational issues JALT CUE 2011 (e.g. Kubota 2002; Henry & Apelgren 2008; Dörnyei et al. 2006)

7. Impact on L2 motivation literature JALT CUE 2011

8. English language education in Japan JALT CUE 2011 ‘permanent sense of crisis’ (Ryan 2009a)

9. Foreign language motivation in Japan:three areas of research inquiry JALT CUE 2011

10. L2 demotivation JALT CUE 2011

11. Students’ motivational trajectories JALT CUE 2011

12. Investigating motivational change JALT CUE 2011

13. What English & learning English mean for Japanese students JALT CUE 2011 ? Transition to university: ‘Learning English for exams’ no longer provides obvious rationale Loss of learning purpose and disorientation (Warrington & Jeffrey 2005)

14. Historical and cultural legacy JALT CUE 2011 Resonates with current L2 motivation themes and perspectives (globalization, global English, self-and-identity theories)

15. Contribution to reshaping L2 motivation theory JALT CUE 2011

16. Focus on student voice and agency JALT CUE 2011

17. Concluding remarks JALT CUE 2011