Mercer Towards an Understanding of Language Learner Self-Concept

1. Auflage 2011
ISBN: 978-90-481-9569-5
Verlag: Springer-Verlag
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 222 Seiten

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.

Autoren/Hrsg.

Mercer, Sarah

Inhaltsverzeichnis

1;Acknowledgements;5
2;Contents;6
3;List of Appendices;8
4;List of Figures;9
5;List of Tables;10
6;1 Introduction;11
6.1;1.1 Introduction;11
6.1.1;1.1.1 Why Investigate Self-Concept?;11
6.1.2;1.1.2 Selecting a Research Approach;14
6.1.3;1.1.3 Research Context of This Book;15
6.1.4;1.1.4 Aim of the Book;19
6.1.5;1.1.5 Outline of the Book;20
7;2 What Is Self-Concept?;22
7.1;2.1 Understanding Self-Concept;22
7.1.1;2.1.1 Defining Self-Concept;23
7.1.2;2.1.2 Telling Self-Related Constructs Apart;23
7.1.3;2.1.3 Understandings of Self-Concept in Psychology;29
7.1.4;2.1.4 Self-Concept in the Foreign Languages Domain;32
7.1.5;2.1.5 Summary;42
8;3 Understanding Self-Concept in the FLL Context;43
8.1;3.1 Introduction;43
8.1.1;3.1.1 Understanding Joana's Context;44
8.1.2;3.1.2 Joana's Academic Self-Concept;45
8.1.2.1;3.1.2.1 Academic Self-Concept in the Other Data Sources;51
8.1.3;3.1.3 Joana's General Languages Self-Concept;52
8.1.3.1;3.1.3.1 General Languages Self-Concept in the Other Data Sources;54
8.1.4;3.1.4 Joana's Mother Tongue (L1) Self-Concept;56
8.1.4.1;3.1.4.1 Mother Tongue (L1) Self-Concept in the Other Data Sources;57
8.1.5;3.1.5 Joana's Foreign Languages (FL) Self-Concept;58
8.1.5.1;3.1.5.1 Foreign Languages (FL) Self-Concept in the Other Data Sources;60
8.1.6;3.1.6 Joana's Specific Foreign Language Self-Concepts;61
8.1.6.1;3.1.6.1 Joana's EFL Self-Concept;61
8.1.6.2;3.1.6.2 Joana's IFL Self-Concept;66
8.1.6.3;3.1.6.3 Specific Foreign Language Self-Concepts in the Other Data Sources;69
8.1.7;3.1.7 Implications of the Findings for Theoretical Models;71
8.1.8;3.1.8 Towards a Model to Describe Joana's Data;75
8.1.9;3.1.9 Summary;78
9;4 How Do Learners Form Their Self-Concepts?;80
9.1;4.1 Introduction;80
9.1.1;4.1.1 The Dynamic Self-Concept;80
9.1.2;4.1.2 Developmental Patterns in Self-Concept Formation;84
9.1.3;4.1.3 Demographic Factors Affecting Self-Concept;87
9.1.4;4.1.4 Additional Factors Affecting Self-Concept Formation;90
9.1.4.1;4.1.4.1 Environment;90
9.1.4.2;4.1.4.2 Past Achievement Experiences;91
9.1.4.3;4.1.4.3 Feedback and Reflected Appraisals;92
9.1.4.4;4.1.4.4 Social Comparisons;94
9.1.5;4.1.5 Marsh's (1986a) Frame of Reference Model;97
9.1.6;4.1.6 Summary;102
10;5 Internal Frames of Reference in FL Self-Concept Formation;104
10.1;5.1 Defining Internal Factors;104
10.1.1;5.1.1 Cross-Domain Comparisons;105
10.1.1.1;5.1.1.1 Cross-Domain Comparisons -- at the Subject Level;105
10.1.1.2;5.1.1.2 Cross-Domain Comparisons -- Across Foreign Languages;107
10.1.1.3;5.1.1.3 Cross-Domain Comparisons -- Across L1 and L2;108
10.1.1.4;5.1.1.4 Cross-Domain Comparisons -- Across Skill Domains;110
10.1.1.5;5.1.1.5 Cross-Domain Comparisons -- Across Task Domains;113
10.1.2;5.1.2 Belief Systems;113
10.1.2.1;5.1.2.1 Beliefs about Language Learning;114
10.1.2.2;5.1.2.2 Beliefs about the Specific Language;121
10.1.2.3;5.1.2.3 Attribution Beliefs;121
10.1.3;5.1.3 Affect;124
10.1.3.1;5.1.3.1 Temporary Affective States;127
10.1.4;5.1.4 Summary;128
11;6 External Frames of Reference in FL Self-Concept Formation;133
11.1;6.1 Defining External Factors;133
11.1.1;6.1.1 Social Comparisons;133
11.1.2;6.1.2 Feedback from Significant Others and Reflected Appraisals;139
11.1.3;6.1.3 Perceived Experiences of Success and Failure;143
11.1.4;6.1.4 Previous Language Learning/Use Experiences in Formal/Informal Contexts;148
11.1.5;6.1.5 Critical Experiences;152
11.1.5.1;6.1.5.1 Travel Experiences;154
11.1.5.2;6.1.5.2 Significant Others;156
11.1.5.3;6.1.5.3 Periods of Transition;158
11.1.5.4;6.1.5.4 Isolated Events;160
11.1.6;6.1.6 Summary;164
12;7 Implications for Educators and Researchers;172
12.1;7.1 Introduction;172
12.1.1;7.1.1 Implications for Foreign Language Teaching;172
12.1.2;7.1.2 Issues for Further Research;177
12.1.3;7.1.3 Summary;183
13;References;185
14;Appendix A Example Consent Form;206
15;Appendix B Bio-data of Interview Participants;207
16;Appendix C Open-Ended Interview Guidelines;208
16.1;General Background About Self;208
16.2;About Self as Language Learner;208
16.3;General About Language Learning;209
16.4;Any Questions for Me?;209
17;Appendix D Written Narrative Descriptions: Guidelines;210
17.1;You as a Language Learner Guidelines;210
18;Appendix E Autobiographies: Guidelines;211
18.1;Your Language Learning Life History;211
19;Appendix F Referencing Conventions for Data Extracts;212
20;Glossary and Abbreviations;213
20.1;Terminology;213
20.2;Expressions Used in the Data Transcripts;213
21;Index;215