TheImpact of Self-Concept on Language Learning / / ed. by Kata Csizér, Michael Magid.

• Superior document: Title is part of eBook package: De Gruyter MultiLingual Matters Backlist eBook-Package 2000-2015
• MitwirkendeR: Bramley, Nicolette,; Brewster, Damon R.,; Chaffee, Kathryn Everhart,; Chan, Letty,; Csizér, Kata,; Dörnyei, Zoltán,; Irie, Kay,; Iwaniec, Janina,; Jones, Jeremy,; Kim, Tae-Young,; Kim, Yoon-Kyoung,; Kimura, Yuzo,; King, Jim,; Kormos, Judit,; Lyons, David,; Mackay, Jessica,; Magid, Michael,; McEown, Maya Sugita,; Mercer, Sarah,; Mezei, Gabriella,; Michalyk, Megan,; Miyahara, Masuko,; Noels, Kimberly A.,; Polat, Nihat,; Stracke, Elke,; Yue, Zhen,
• HerausgeberIn: Csizér, Kata,; Magid, Michael,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2014]; ©2014
• Year of Publication: 2014
• Language: English
• Series: Second Language Acquisition
• Physical Description: 1 online resource (400 p.)
• Other title: Frontmatter --; Contents --; Contributors --; 1 The Self-Concept and Language Learning: An Introduction --; Part 1 Theories Related to Self-Concept --; 2 Future Self-Guides and Vision --; 3 At the Interface of the Socio-Educational Model, Self-Determination Theory and the L2 Motivational Self System Models --; 4 Re-imagining the Self as a Network of Relationships --; Part 2 Self-Concept and Language Learning --; 5 The Ideal L2 Self, Self- Regulatory Strategies and Autonomous Learning: A Comparison of Different Groups of English Language Learners --; 6 EFL Students' L2 Motivational Self System and Self- Regulation: Focusing on Elementary and Junior High School Students in Korea --; 7 The L2 Self-Concept in Second Language Learning Motivation: A Longitudinal Study of Korean University Students --; 8 Culture, Autonomy and the Self in Language Learning --; 9 Investigating Adult Migrant ESL Learners' Language Learning Motivational Profile in Australia: Towards a Bicultural Identity --; 10 Investing in Experiential Capital: Self-efficacy, Imagination and Development of Ideal L2 Selves --; 11 Self-Constructs in Language Learning: What is their Role in Self-Regulation? --; 12 Emerging Self-Identities of Second Language Learners: Emotions and the Experiential Profile of Identity Construction --; 13 Fear of the True Self: Social Anxiety and the Silent Behaviour of Japanese Learners of English --; 14 Chinese University Students' Willingness to Communicate in the L2 Classroom: The Complex and Dynamic Interplay of Self-Concept, Future Self-Guides and the Sociocultural Context --; 15 The Interaction of the L2 Motivational Self System with Socialisation and Identification Patterns and L2 Accent Attainment --; Part 3 Self-Concept and Language Teaching --; 16 The Effect of Motivational Strategies on Self-related Aspects of Student Motivation and Second Language Learning --; 17 ELT Motivation from a Complex Dynamic Systems Theory Perspective: A Longitudinal Case Study of L2 Teacher Motivation in Beijing --; Part 4 Intervention Studies --; 18 A Motivational Programme for Learners of English: An Application of the L2 Motivational Self System --; 19 Effects of an Imagery Training Strategy on Chinese University Students' Possible Second Language Selves and Learning Experiences --; 20 Applications and Implications of the L2 Motivational Self System in a Catalan EFL Context --; Part 5 Future Research Directions --; 21 The Self-Concept and Language Learning: Future Research Directions
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781783092383; 9783110663136; 9783110606713
• DOI: 10.21832/9781783092383
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: ed. by Kata Csizér, Michael Magid.

This edited volume seeks to highlight the effects of self-concept on L2 learning and teaching by considering a wide range of theories as well as their practical application. The book is divided into four sections and includes: chapters discussing various approaches related to self-concept; empirical studies related to the selves of the learners; research from teachers' perspectives on students' self-concept; and L2 motivational intervention studies associated with the development of self-concept of language learners. The volume contains a collection of studies from around the world (Central Europe, Canada, Asia and Australia) which were carried out using a variety of research methods and have a range of foci including adult and young learners, public and private education, foreign and second language settings, and teacher and learner motivation.