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Self And Identity In Adolescent Foreign Language Learning

Author: Florentina Taylor
Publisher: Multilingual Matters
ISBN: 1783090006
Size: 33.66 MB
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This book explores the role of identity in adolescent foreign language learning to provide evidence that an identity-focused approach can make a difference to achievement in education. It uses both in-depth exploratory interviews with language learners and a cross-sectional survey to provide a unique glimpse into the identity dynamics that learners need to manage in their interaction with contradictory relational contexts (e.g. teacher vs. classmates; parents vs. friends), and that appear to impair their perceived competence and declared achievement in language learning. Furthermore, this work presents a new model of identity which incorporates several educational psychology theories (e.g. self-discrepancy, self-presentation, impression management), developmental theories of adolescence and principles of foreign language teaching and learning. This book gives rise to potentially policy-changing insights and will be of importance to those interested in the relationship between self, identity and language teaching and learning.

Self Esteem And Foreign Language Learning

Author: Fernando Rubio
Publisher: Cambridge Scholars Publishing
ISBN:
Size: 19.64 MB
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Self-Esteem and Foreign Language Learning deals with a topic which has been given surprisingly little attention in Second and Foreign Language Acquisition studies. Although there are several studies dealing with general education, this volume addresses the need to take self-esteem into consideration in the language classroom and adopts both theoretical/research and practical perspectives, with the hope of being useful for both researchers and practitioners. The book is organized into three main parts. Part I serves as an introduction to self-esteem. Part II reports on the existing literature about the theory and research dealing with self-esteem and foreign language learning, and Part III includes procedures for implementation and activities for classroom applications. Self-Esteem and Foreign Language Learning is edited by Fernando Rubio (PhD.), a researcher and teacher at the University of Huelva in Spain. Most of the chapters have been written by members of the research group Affective factors in language learning, which has also published a book on Multiple Intelligences and the teaching of English (Dr. Jane Arnold, Dr. Carmen Fonseca, etc.). There are two outside contributions: one is by Andrew Wright, author of numerous publications for language teachers, and the other by Veronica de Andrs, teacher trainer from the University of El Salvador (Argentina) and member of the executive board of the International Council for Self-Esteem. Dr. Elaine Horwitz of the University of Texas has contributed a preface.

Aspects Of Culture In Second Language Acquisition And Foreign Language Learning

Author: Janusz Arabski
Publisher: Springer Science & Business Media
ISBN: 9783642202018
Size: 54.98 MB
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In recent years language learning has been increasingly viewed by some SLA researchers as an essentially social-psychological process in which the role of a wider sociocultural context should not be marginalized. This volume offers a valuable contribution to this growing body of research by providing theoretical considerations and empirical research data on themes such as the development of intercultural communicative competence, the role of English as a lingua franca in intercultural communication, and the place of cultural factors in SLA theorizing, research, second/foreign language teaching and teacher training. The volume also contains contributions which share the linguistic interest in the culture-related concepts and constructs such as time, modesty, politeness, and respect, discussing the culture-dependent differences in conceptualization and their reflection in particular language forms and linguistic devices.

A Quadripolar Model Of Identity In Adolescent Foreign Language Learners

Author: Florentina Taylor
Publisher:
ISBN:
Size: 32.94 MB
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Integrating several psychological theories (e.g., self and identity, self-presentation and internalisation, possible selves and self-discrepancy, developmental processes in adolescence), this thesis proposes a new theoretical framework aiming to facilitate a better understanding of foreign language learning. The Quadripolar Model of Identity postulates the existence of four self components (private, public, ideal and imposed), whose pluridirectional interactions may lead to four types of self system (submissive, duplicitous, rebellious and harmonious) hypothesised to differ from one relational context to another (e.g., school, family, friends). For students, these identity processes are expected to fluctuate depending on the subject studied. A preliminary validation of this new theoretical framework in foreign language learning, the study reported here represents a mixed-method cross-sectional investigation with 1,045 participants (mean age 16.47; 339 boys, 645 girls, 61 of undeclared gender) learning English as a foreign language in five Romanian secondary schools of different specialisms. Of the 1,045 students who completed a new purposefully-designed self-reported questionnaire, 32 participated in individual in-depth interviews, the quantitative and qualitative findings being integrated into a meta-inferential discussion. The results offered consistent support for the Quadripolar Model of Identity, while also facilitating invaluable unexpected insights. Students' appreciation as individuals was found to predict the nature of their self system in class, while being also related to their perceived competence in English, their affective affinities with the foreign language, their learning orientation and their attributions for success and failure. In the absence of personal appreciation, an assessment-driven ethos was found to stimulate the manipulative display of various public selves that had little connection with the students' private selves. Teachers were identified as the principal motivator in the English class and differences in perceived teacher interest were associated with gender differences in perceived L2 competence and context-induced identity display. Implications for research and teaching practice are discussed.

The Role Of The Self In Language Learning

Author: Sehnaz Sahinkarakas
Publisher: Cambridge Scholars Publishing
ISBN: 1527505138
Size: 45.38 MB
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The role played by concepts of the “Self” in the learning of languages has recently received increasing attention in academic studies. In the same way that fingerprints represent each person’s uniqueness, the self here is related to the uniqueness of learners, the way they receive and transmit their identity in the teaching and learning process. It is this uniqueness that brings dynamism, challenge and inspiration to learning and teaching. By focusing on language learners’ self-concept, this book foregrounds the role of the learner in the process of language learning. It presents a number of empirical studies that bring into focus various aspects of the self, and will, as such, be of interest to EFL teachers, researchers and the general reader interested in the self and its effects on learners’ approaches, motivation and interest in foreign language learning.

Multiple Perspectives On The Self In Sla

Author: Sarah Mercer
Publisher: Multilingual Matters
ISBN: 1783091371
Size: 59.78 MB
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Instead of viewing different perspectives on the self as competing with each other and considering one perspective on the self as being inherently ‘better’ than another, this book takes the view that a fuller, more comprehensive picture of the self in SLA can be gained by examining and combining insights from different perspectives. This original collection of papers thus attempts to provide a thorough overview of the ways in which the self can be conceptualised in SLA contexts. The editors have brought together a diverse range of theoretical perspectives on the self to allow the reader to appreciate the insights that each approach contributes to overall understandings of the self in the domain of second language acquisition and foreign language learning.

Identity Motivation And Autonomy In Language Learning

Author: Garold Murray
Publisher: Multilingual Matters
ISBN: 1847693725
Size: 37.18 MB
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"Through the use of qualitative research methods, the authors explore the complex, contingent and dynamic nature of motivation, identity and autonomy --- both for language learners and teachers --- in many different parts of the world. Importantly, they also look for relationships among the three constructs. This is precisely the integrative approach that should be encouraged as we seek to understand the lived experience of individuals."---Diane Larsen-Freeman, University of Michigan, USA --

The Cambridge Handbook Of Second Language Acquisition

Author: Julia Herschensohn
Publisher: Cambridge University Press
ISBN: 9781108733748
Size: 79.34 MB
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What is language and how can we investigate its acquisition by children or adults? What perspectives exist from which to view acquisition? What internal constraints and external factors shape acquisition? What are the properties of interlanguage systems? This comprehensive 31-chapter handbook is an authoritative survey of second language acquisition (SLA). Its multi-perspective synopsis on recent developments in SLA research provides significant contributions by established experts and widely recognized younger talent. It covers cutting edge and emerging areas of enquiry not treated elsewhere in a single handbook, including third language acquisition, electronic communication, incomplete first language acquisition, alphabetic literacy and SLA, affect and the brain, discourse and identity. Written to be accessible to newcomers as well as experienced scholars of SLA, the Handbook is organised into six thematic sections, each with an editor-written introduction.

The Routledge Handbook Of Second Language Acquisition

Author: Susan M. Gass
Publisher: Routledge
ISBN: 1136666893
Size: 14.11 MB
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The Routledge Handbook of Second Language Acquisition brings together fifty leading international figures in the field to produce a state-of-the-art overview of Second Language Acquisition. The Handbook covers a wide range of topics related to Second Language Acquisition: language in context, linguistic, psycholinguistic, and neurolinguistic theories and perspectives, skill learning, individual differences, L2 learning settings, and language assessment. All chapters introduce the reader to the topic, outline the core issues, then explore the pedagogical application of research in the area and possible future development. The Routledge Handbook of Second Language Acquisition is an essential resource for all those studying and researching Second Language Acquisition.