Britain's already poor record for language learning might be exacerbated by the Global English phenomenon, in that utilitarian reasons for learning languages other than English are increasingly undermined (Lanvers, 2014; Lo Bianco, 2014). This article offers a state‐of‐the‐art review of UK research on second language (L2) learning motivation and attitude. The introduction is dedicated to a review of language education policy and numerical evidence on the decline in language learning. Part I reviews UK motivational literature under the headings Primary school; Secondary school; University and beyond; Teachers, parents, milieu . The evaluation of the literature reveals some striking lacunae, as well as a misfit between common explanations of the UK's language learning crisis and the social divide between those who choose to learn languages and those who do not. A motivation‐in‐context understanding of UK language learning needs to account for the many contradictory Other influences impacting on learner motivation. Therefore, Part II presents a new motivational model, based on Higgins's Self‐Discrepancy Theory, a model which includes multifaceted Others as well as Own selves, including that of resistance/rebellion against Others .
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Ursula Lanvers (2017) studied this question.