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Towards an Understanding of Language Learner Self-Concept 2011 ed. [Kõva köide]

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  • Formaat: Hardback, 222 pages, kõrgus x laius: 235x155 mm, kaal: 511 g, XIV, 222 p., 1 Hardback
  • Sari: Educational Linguistics 12
  • Ilmumisaeg: 07-Jan-2011
  • Kirjastus: Springer
  • ISBN-10: 9048195683
  • ISBN-13: 9789048195688
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Towards an Understanding of Language Learner Self-Concept 2011 ed.Suurem pilt
  • Formaat: Hardback, 222 pages, kõrgus x laius: 235x155 mm, kaal: 511 g, XIV, 222 p., 1 Hardback
  • Sari: Educational Linguistics 12
  • Ilmumisaeg: 07-Jan-2011
  • Kirjastus: Springer
  • ISBN-10: 9048195683
  • ISBN-13: 9789048195688
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9789048195688.html
Märksõnad:
This book contributes to our growing understanding of the nature and development of language learner self-concept. It assesses the relevant literature in the disciplines of psychology and applied linguistics and describes in-depth, qualitative research examining the self-concepts of tertiary-level EFL learners. Although researchers in applied linguistics and SLA have recognized the importance of self-constructs, there remains little empirical work in the context of foreign language learning that focuses exclusively and at length on this central psychological construct.The content of this monograph draws on interdisciplinary sources, with input from psychology and applied linguistics. It will appeal to students and researchers interested in language-learner psychology as well as self-related constructs in general. The text provides insights into how learners view themselves, and how these self-beliefs can develop and affect the progress of an individual's language learning.

This book examines the nature and development of language learner self-concept. It assesses the relevant literature in psychology and applied linguistics and describes qualitative research examining the self-concepts of tertiary-level EFL learners.

Arvustused

From the reviews:

Towards an Understanding of Language Learner Self-Concept is an especially insightful and timely contribution. Using a strong, interdisciplinary approach that builds on reflections from current research in both psychology and applied linguistics, Mercer focuses on how learners form their English as a foreign language (EFL) self-concept. I would have no hesitation in highly recommending this book to language teachers and others who are interested in self-concept or any self-related constructs. (James Rock, JALT Journal, Vol. 35 (1), May, 2013)

The book starts with a useful overview of the research domain, which culminates in a convincing argument for the need to depart from the dominant quantitative and hypothesis-testing approaches to researching self-concept and this is exactly what Mercer endeavours to do. we indeed gain insights that typically remain hidden from the sight of more positivist-oriented researchers, but which resonate much more closely with the everyday experiences of language learners and teachers. The contribution that this book therefore makes to the field is unquestionable. (Magdalena Kubanyiova, ELT Journal, Vol. 67 (1), January, 2013)

1 Introduction
1(12)
1.1 Introduction
1(12)
1.1.1 Why Investigate Self-Concept?
1(3)
1.1.2 Selecting a Research Approach
4(1)
1.1.3 Research Context of This Book
5(4)
1.1.4 Aim of the Book
9(1)
1.1.5 Outline of the Book
10(3)
2 What Is Self-Concept?
13(22)
2.1 Understanding Self-Concept
13(22)
2.1.1 Defining Self-Concept
14(1)
2.1.2 Telling Self-Related Constructs Apart
14(6)
2.1.3 Understandings of Self-Concept in Psychology
20(3)
2.1.4 Self-Concept in the Foreign Languages Domain
23(10)
2.1.5 Summary
33(2)
3 Understanding Self-Concept in the FLL Context
35(38)
3.1 Introduction
35(38)
3.1.1 Understanding Joana's Context
36(1)
3.1.2 Joana's Academic Self-Concept
37(7)
3.1.3 Joana's General Languages Self-Concept
44(4)
3.1.4 Joana's Mother Tongue (LI) Self-Concept
48(2)
3.1.5 Joana's Foreign Languages (FL) Self-Concept
50(3)
3.1.6 Joana's Specific Foreign Language Self-Concepts
53(10)
3.1.7 Implications of the Findings for Theoretical Models
63(4)
3.1.8 Towards a Model to Describe Joana's Data
67(3)
3.1.9 Summary
70(3)
4 How Do Learners Form Their Self-Concepts?
73(24)
4.1 Introduction
73(24)
4.1.1 The Dynamic Self-Concept
73(4)
4.1.2 Developmental Patterns in Self-Concept Formation
77(3)
4.1.3 Demographic Factors Affecting Self-Concept
80(3)
4.1.4 Additional Factors Affecting Self-Concept Formation
83(7)
4.1.5 Marsh's (1986a) Frame of Reference Model
90(5)
4.1.6 Summary
95(2)
5 Internal Frames of Reference in FL Self-Concept Formation
97(30)
5.1 Defining Internal Factors
97(30)
5.1.1 Cross-Domain Comparisons
98(8)
5.1.2 Belief Systems
106(11)
5.1.3 Affect
117(4)
5.1.4 Summary
121(6)
6 External Frames of Reference in FL Self-Concept Formation
127(40)
6.1 Defining External Factors
127(40)
6.1.1 Social Comparisons
127(6)
6.1.2 Feedback from Significant Others and Reflected Appraisals
133(4)
6.1.3 Perceived Experiences of Success and Failure
137(5)
6.1.4 Previous Language Learning/Use Experiences in Formal/Informal Contexts
142(4)
6.1.5 Critical Experiences
146(12)
6.1.6 Summary
158(9)
7 Implications for Educators and Researchers
167(14)
7.1 Introduction
167(14)
7.1.1 Implications for Foreign Language Teaching
167(5)
7.1.2 Issues for Further Research
172(6)
7.1.3 Summary
178(3)
References 181(22)
Appendix A Example Consent Form 203(2)
Appendix B Bio-data of Interview Participants 205(2)
Appendix C Open-Ended Interview Guidelines 207(2)
Appendix D Written Narrative Descriptions: Guidelines 209(2)
Appendix E Autobiographies: Guidelines 211(2)
Appendix F Referencing Conventions for Data Extracts 213(2)
Glossary and Abbreviations 215(2)
Index 217