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Towards an Understanding of Language Learner Self-Concept

:	Sarah Mercer
:	Towards an Understanding of Language Learner Self-Concept
:	Springer-Verlag
:	9789048195695
:	1
:	CHF 85.40
:

:	Schulpädagogik, Didaktik, Methodik
:	English

:	222
:	Wasserzeichen
:	PC/MAC/eReader/Tablet
:	PDF

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.

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