Given that it is widely recognised

Given that it is widely recognised as a central
component of effective language teaching (e.g.
Bell, 2005; Brown, 2009), it is perhaps surprising that
researchers have only recently started investigating
what makes teaching motivating. For many years
L2 motivation research, influenced by the social
psychological theories of Gardner and Lambert (1972)
among others, tended to focus on learner motivation
(e.g. whether they were instrumentally or integratively
oriented to the L2), rather than on how they were
affected by classroom experiences. As theorists and
researchers became more aware of the situated and
dynamic nature of learner motivation, however, more
attention was given to how it was, or could be, shaped
by pedagogy