ABSTRACT
In this chapter, the author presents a brief theoretical overview on second language (L2) motivation looking into the extent to which the most important L2 motivational theories take instructed second language acquisition (ISLA) into account. The author reviews empirical evidence on L2 motivation in the classroom: attitudes and the role of the teacher and the learning group will be given special emphasis. She discusses pedagogical implications and summarises possible research directions/ideas on L2 motivation and its role in ISLA. Longitudinal case studies can contribute to students' understanding of how the development of groups can enhance and/or hinder L2 motivation. Within the field of group dynamics, goal-related issues can also be investigated: how goals of individual students can contribute to group goals and how common goals within a group can help L2 motivation. In addition, instructed language teaching research could benefit from more specific goal-related studies.
