With roots in social psychology, second language (L2) motivation has largely been investigated using self-report techniques. Studies drawing on observational data gathered in contexts where learning takes place are rare, and understandings of how motivation evolves in classroom interactions remain limited (Boo, Dörnyei, & Ryan, 2015). In a position paper in Language Teaching, Ushioda (2016) maps out an agenda for qualitative research examining motivation that emerges in language classrooms. With a focus on psycholinguistic processes, and with the aim of understanding how motivation ‘connects with specific aspects of second language acquisition [and] particular features of linguistic development’, Ushioda makes the case for researching L2 motivation ‘through a small lens’ (p. 564). Furthering this agenda, I make proposals for research with a relational focus where, through a somewhat wider lens, motivation and engagement generated through connections created by teachers in their classroom practice can be investigated. To frame these proposals, I use the concept of connective instruction (Martin & Dowson, 2009). Connective instruction holds that motivation and engagement increase when students can connect with the teacher as a person, with content that the teacher enables them to get involved with, and with the working methods that the teacher promotes.

中文翻译：

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语言课堂中的动机联系：研究议程

源于社会心理学，第二语言 (L2) 动机已在很大程度上使用自我报告技术进行了调查。利用在学习环境中收集的观察数据进行的研究很少见，而且对课堂互动中动机如何演变的理解仍然有限（Boo、Dörnyei 和 Ryan，2015 年）。在一份立场文件中语言教学, Ushioda (2016) 制定了一项定性研究议程，以检查语言课堂中出现的动机。关注心理语言学过程，并为了了解动机如何“与第二语言习得的特定方面[和]语言发展的特定特征相关联”，Ushioda 提出了“通过小镜头”研究 L2 动机的案例（p . 564). 进一步推进这一议程，我提出了以关系为重点的研究建议，通过更广泛的视角，可以调查教师在课堂实践中建立的联系所产生的动机和参与度。为了构建这些建议，我使用了连接教学的概念（Martin & Dowson，2009）。