Csizér / Magid The Impact of Self-Concept on Language Learning

Erscheinungsjahr 2014
ISBN: 978-1-78309-239-0
Verlag: Multilingual Matters
Format: EPUB
Kopierschutz: 6 - ePub Watermark

E-Book, Englisch, Band 79, 400 Seiten

Reihe: Second Language Acquisition

This edited volume seeks to highlight the effects of self-concept on L2 learning and teaching by considering a wide range of theories as well as their practical application. The book is divided into four sections and includes: chapters discussing various approaches related to self-concept; empirical studies related to the selves of the learners; research from teachers’ perspectives on students' self-concept; and L2 motivational intervention studies associated with the development of self-concept of language learners. The volume contains a collection of studies from around the world (Central Europe, Canada, Asia and Australia) which were carried out using a variety of research methods and have a range of foci including adult and young learners, public and private education, foreign and second language settings, and teacher and learner motivation.

Autoren/Hrsg.

Csizér, Kata

Magid, Michael

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Sprachwissenschaft Spracherwerb, Sprachentwicklung
• Sozialwissenschaften Psychologie Allgemeine Psychologie Differentielle Psychologie, Persönlichkeitspsychologie

Inhaltsverzeichnis

Epilogue

1. Kata Csizér and Michael Magid: The Self-concept and Language Learning: An Introduction

Part I: Theories Related to Self-concept

2. Zoltán Dörnyei: Future Self-guides and Vision

3. Maya Sugita McEown, Kimberly A Noels and Kathryn Everhart Chaffee: At the Interface of the Socio-educational Model, Self-determination Theory, and the L2 Motivational Self System Model

4. Sarah Mercer: Reimagining the Self as a Network of Relationships

Part II: Self-concept and Language Learning

5. Kata Csizér and Judit Kormos: The Ideal L2 Self, Self-regulatory Strategies and Autonomous Learning: A Comparison of Different Groups of English Language Learners

6. Tae-Young Kim and Yoon-Kyoung Kim: EFL Students’ L2 Motivational Self System and Self-Regulation: Focusing on Elementary and Junior High School Students in Korea

7. David Lyons: The L2 Self-concept in Second Language Learning Motivation: A Longitudinal Study of Korean University Students

8. Kimberly A Noels, Kathryn Everhart Chaffee, Megan Michalyk and Maya Sugita McEown: Culture, Autonomy and the Self in Language Learning

9. Elke Stracke, Jeremy Jones and Nicolette Bramley: Investigating Adult Migrant ESL Learners’ Language Learning Motivational Profile in Australia: Towards a Bicultural Identity

10. Kay Irie and Damon Brewster: Investing in Experiential Capital: Self-efficacy and Development of Possible Selves

11. Janina Iwaniec: Self-constructs in Language Learning: What is their Role in Self-regulation?

12. Masuko Miyahara: Emerging Self-identities of Second Language Learners: Emotions and the Experiential Profile of Identity Construction

13. Jim King: Fear of the True Self: Social Anxiety and the Silent Behaviour of Japanese Learners of English

14. Zhen Yue: Chinese University Students’ Willingness to Communicate in the L2 Classroom: The Complex and Dynamic Interplay of Self-concept, Future Self-guides and the Sociocultural Context

15. Nihat Polat: The Interaction of the L2 Motivational Self System with Socialisation and Identification Patterns, and L2 Accent Attainment

Part III: Self-concept and Language Teaching

16. Gabriella Mezei: The Effect of Motivational Strategies on Self-related Aspects of Student Motivation and Second Language Learning

17. Yuzo Kimura: ELT Motivation from a Complex Dynamic Systems Theory Perspective: A Longitudinal Case Study of L2 Teacher Motivation in Beijing

Part IV: Intervention Studies

18. Michael Magid: A Motivational Programme for Learners of English: An Application of the L2 Motivational Self System

19. Letty Chan: Effects of an Imagery Training Strategy on Chinese University Students’ Possible Second Language Selves and Learning Experiences

20. Jessica Mackay: An Ideal L2 Self Intervention: Practical Implications in a Spanish EFL Context

21. Michael Magid and Kata Csizér: The Self-concept and Language Learning: Future Research Directions

Über Autor(innen)

Csizér, Kata
Kata Csizér is Professor at Eötvös Loránd University, Hungary. She is an Associate Editor of the Studies in Second Language Learning and Teaching journal and Co-Editor of the monograph series Applied Linguistics in the 21st Century, published by Akadémiai Kiadó.

Magid, Michael
Michael Magid is an English Language Pedagogy Specialist at the English Language Institute of Singapore. As a pedagogy specialist, Michael is involved in the professional development of English teachers and conducts action research on language learning motivation and using drama as a pedagogical tool to teach English. In his work, Michael draws on his experience of teaching English at all levels in Canada, England, China and Japan as well as his background in Applied Linguistics.

Kata Csizér is a Lecturer in the Department of English Applied Linguistics, Eötvös University, Budapest, Hungary where she teaches various L2 motivation courses. Her main research focuses on the socio-psychological aspects of L2 learning and teaching as well as second and foreign language motivation.

Michael Magid is an English Language Pedagogy Specialist at the English Language Institute of Singapore. As a pedagogy specialist, Michael is involved in the professional development of English teachers and conducts action research on language learning motivation and using drama as a pedagogical tool to teach English. In his work, Michael draws on his experience of teaching English at all levels in Canada, England, China and Japan as well as his background in Applied Linguistics.