Self and Identity in Adolescent Foreign Language Learning / / Florentina Taylor.

• Superior document: Title is part of eBook package: De Gruyter MultiLingual Matters Backlist eBook-Package 2000-2013
• VerfasserIn: Taylor, Florentina,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2013]; ©2013
• Year of Publication: 2013
• Language: English
• Series: Second Language Acquisition
• Physical Description: 1 online resource (208 p.)
• Other title: Frontmatter --; Contents --; Tables and Figures --; 1. Introduction --; 2. Self and Identity in Adolescence: A Relational Perspective --; 3. Self and Identity in Foreign Language Learning --; 4. A Quadripolar Model of Identity in Adolescent Foreign Language Learning --; 5. Participants’ Self Systems in Four Relational Contexts --; 6. Self Perceptions and Identity Display in Learning English as a Foreign Language --; 7. Of Students and Teachers --; 8. Drawing the Line: Evaluation and Implications --; Appendix A: The L2 Quadripolar Identity Questionnaire --; Appendix B: The L2 Quadripolar Identity Questionnaire with Item Numbers --; Appendix C: Questionnaire Scales with Item Numbers --; Appendix D: Interview guide – Themes Covered, with Examples of Questions and Prompts --; Appendix E: Self System Graphical Representations and Vignettes --; Appendix F: Interviewee Profiles --; Glossary --; References --; Subject Index --; Author Index --; Country Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781783090006; 9783111024738; 9783110663136; 9783110606713
• DOI: 10.21832/9781783090006
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Florentina Taylor.

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.