ABSTRACT
This chapter argues for the validity of expanding the individual Directed Motivational Current (DMC) framework to include the notion of group-DMCs, and have examined how the theory underpinning such group-level motivational currents differs in places from the types of individual DMCs. It also focuses on the manifestation of such group currents within L2 classroom settings by suggesting that people understand them in this context as intensive group projects, and have begun to explore the practical implications that can be drawn. The chapter also argues that collective peak experiences can indeed be generated within the constraints of mainstream curricula and subject-matter teaching characteristic of everyday language classrooms. Group-DMCs in such contexts are to be conceived of as intensive group projects whereby students are given an extended task to address collectively with a clearly defined common goal and the autonomy to engage fully in the enterprise.
