Towards an Understanding of Language Learner Self-Concept
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.
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2 What Is SelfConcept?
3 Understanding SelfConcept in the FLL Context
4 How Do Learners Form Their SelfConcepts?
5 Internal Frames of Reference in FL SelfConcept Formation
6 External Frames of Reference in FL SelfConcept Formation
7 Implications for Educators and Researchers
Appendix A Example Consent Form
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ability academic self-concept affect appear approach aspects behaviour beliefs about language Chapter cognitive complex concept considered construct critical experiences cross-domain comparisons current self-concept data extracts distinct domain-specific self-concepts Dörnyei dynamic educational EFL self-concept exam example explain external factors feedback feel findings FLL domain focus focused foreign language learning foreign language self-concepts frames of reference grades grammar grounded theory Harter I/E model ibid implies important individual’s self-concept influence internal comparisons internal frame Italian Joana learner’s self-concept learners learning contexts linguistic Marsh and Shavelson maths metacognitive mindset mother tongue motivation nature one’s perceived person possible potential processes psychological reflected appraisals relationship relevant respect role self-beliefs self-concept formation self-concept network self-efficacy self-esteem self-related self-serving bias Shavelson 1985 skill domain social comparisons speaking specific domain Springer Science+Business Media subjects suggest teachers theoretical understand vocabulary whilst Wigfield writing yeah