TheImpact of Self-Concept on Language Learning / / 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...
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Place / Publishing House: | Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2014] ©2014 |
Year of Publication: | 2014 |
Language: | English |
Series: | Second Language Acquisition
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TheImpact of Self-Concept on Language Learning / ed. by Kata Csizér, Michael Magid. Bristol ; Blue Ridge Summit : Multilingual Matters, [2014] ©2014 1 online resource (400 p.) text txt rdacontent computer c rdamedia online resource cr rdacarrier text file PDF rda Second Language Acquisition 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 restricted access http://purl.org/coar/access_right/c_16ec online access with authorization star 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. Issued also in print. Mode of access: Internet via World Wide Web. In English. Description based on online resource; title from PDF title page (publisher's Web site, viewed 24. Apr 2022) Independent study. Language and languages Self-instruction. Language and languages Study and teaching. LANGUAGE ARTS & DISCIPLINES / Linguistics / Psycholinguistics. bisacsh L2 learning. L2 motivation. L2 teaching. SLA. Second Language Acquisition. The Self. language learner. learner motivation. self-concept. self-impact. Bramley, Nicolette, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Brewster, Damon R., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Chaffee, Kathryn Everhart, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Chan, Letty, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Csizér, Kata, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Csizér, Kata, editor. edt http://id.loc.gov/vocabulary/relators/edt Dörnyei, Zoltán, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Irie, Kay, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Iwaniec, Janina, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Jones, Jeremy, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Kim, Tae-Young, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Kim, Yoon-Kyoung, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Kimura, Yuzo, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb King, Jim, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Kormos, Judit, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Lyons, David, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Mackay, Jessica, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Magid, Michael, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Magid, Michael, editor. edt http://id.loc.gov/vocabulary/relators/edt McEown, Maya Sugita, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Mercer, Sarah, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Mezei, Gabriella, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Michalyk, Megan, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Miyahara, Masuko, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Noels, Kimberly A., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Polat, Nihat, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Stracke, Elke, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Yue, Zhen, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Title is part of eBook package: De Gruyter MultiLingual Matters Backlist eBook-Package 2000-2015 9783110663136 Title is part of eBook package: De Gruyter MultiLingual Matters eBook Package Backlist 2000-2014 9783110606713 print 9781783092376 https://doi.org/10.21832/9781783092383 https://www.degruyter.com/isbn/9781783092383 Cover https://www.degruyter.com/document/cover/isbn/9781783092383/original |
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Bramley, Nicolette, Bramley, Nicolette, Brewster, Damon R., Brewster, Damon R., Chaffee, Kathryn Everhart, Chaffee, Kathryn Everhart, Chan, Letty, Chan, Letty, Csizér, Kata, Csizér, Kata, Csizér, Kata, Csizér, Kata, Dörnyei, Zoltán, Dörnyei, Zoltán, Irie, Kay, Irie, Kay, Iwaniec, Janina, Iwaniec, Janina, Jones, Jeremy, Jones, Jeremy, Kim, Tae-Young, Kim, Tae-Young, Kim, Yoon-Kyoung, Kim, Yoon-Kyoung, Kimura, Yuzo, Kimura, Yuzo, King, Jim, King, Jim, Kormos, Judit, Kormos, Judit, Lyons, David, Lyons, David, Mackay, Jessica, Mackay, Jessica, Magid, Michael, Magid, Michael, Magid, Michael, Magid, Michael, McEown, Maya Sugita, McEown, Maya Sugita, Mercer, Sarah, Mercer, Sarah, Mezei, Gabriella, Mezei, Gabriella, Michalyk, Megan, Michalyk, Megan, Miyahara, Masuko, Miyahara, Masuko, Noels, Kimberly A., Noels, Kimberly A., Polat, Nihat, Polat, Nihat, Stracke, Elke, Stracke, Elke, Yue, Zhen, Yue, Zhen, |
author_facet |
Bramley, Nicolette, Bramley, Nicolette, Brewster, Damon R., Brewster, Damon R., Chaffee, Kathryn Everhart, Chaffee, Kathryn Everhart, Chan, Letty, Chan, Letty, Csizér, Kata, Csizér, Kata, Csizér, Kata, Csizér, Kata, Dörnyei, Zoltán, Dörnyei, Zoltán, Irie, Kay, Irie, Kay, Iwaniec, Janina, Iwaniec, Janina, Jones, Jeremy, Jones, Jeremy, Kim, Tae-Young, Kim, Tae-Young, Kim, Yoon-Kyoung, Kim, Yoon-Kyoung, Kimura, Yuzo, Kimura, Yuzo, King, Jim, King, Jim, Kormos, Judit, Kormos, Judit, Lyons, David, Lyons, David, Mackay, Jessica, Mackay, Jessica, Magid, Michael, Magid, Michael, Magid, Michael, Magid, Michael, McEown, Maya Sugita, McEown, Maya Sugita, Mercer, Sarah, Mercer, Sarah, Mezei, Gabriella, Mezei, Gabriella, Michalyk, Megan, Michalyk, Megan, Miyahara, Masuko, Miyahara, Masuko, Noels, Kimberly A., Noels, Kimberly A., Polat, Nihat, Polat, Nihat, Stracke, Elke, Stracke, Elke, Yue, Zhen, Yue, Zhen, |
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author_sort |
Bramley, Nicolette, |
title |
TheImpact of Self-Concept on Language Learning / |
spellingShingle |
TheImpact of Self-Concept on Language Learning / Second Language Acquisition 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 |
title_full |
TheImpact of Self-Concept on Language Learning / ed. by Kata Csizér, Michael Magid. |
title_fullStr |
TheImpact of Self-Concept on Language Learning / ed. by Kata Csizér, Michael Magid. |
title_full_unstemmed |
TheImpact of Self-Concept on Language Learning / ed. by Kata Csizér, Michael Magid. |
title_auth |
TheImpact of Self-Concept on Language Learning / |
title_alt |
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 |
title_new |
TheImpact of Self-Concept on Language Learning / |
title_sort |
theimpact of self-concept on language learning / |
series |
Second Language Acquisition |
series2 |
Second Language Acquisition |
publisher |
Multilingual Matters, |
publishDate |
2014 |
physical |
1 online resource (400 p.) Issued also in print. |
contents |
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 |
isbn |
9781783092383 9783110663136 9783110606713 9781783092376 |
callnumber-first |
P - Language and Literature |
callnumber-subject |
P - Philology and Linguistics |
callnumber-label |
P53 |
callnumber-sort |
P 253.445 I67 42014 |
url |
https://doi.org/10.21832/9781783092383 https://www.degruyter.com/isbn/9781783092383 https://www.degruyter.com/document/cover/isbn/9781783092383/original |
illustrated |
Not Illustrated |
dewey-hundreds |
400 - Language |
dewey-tens |
410 - Linguistics |
dewey-ones |
418 - Standard usage & applied linguistics |
dewey-full |
418.0071 |
dewey-sort |
3418.0071 |
dewey-raw |
418.0071 |
dewey-search |
418.0071 |
doi_str_mv |
10.21832/9781783092383 |
oclc_num |
890443186 |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>09111nam a22011775i 4500</leader><controlfield tag="001">9781783092383</controlfield><controlfield tag="003">DE-B1597</controlfield><controlfield tag="005">20220424125308.0</controlfield><controlfield tag="006">m|||||o||d||||||||</controlfield><controlfield tag="007">cr || ||||||||</controlfield><controlfield tag="008">220424t20142014enk fo d z eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781783092383</subfield></datafield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.21832/9781783092383</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-B1597)491399</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)890443186</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-B1597</subfield><subfield code="b">eng</subfield><subfield code="c">DE-B1597</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="044" ind1=" " ind2=" "><subfield code="a">enk</subfield><subfield code="c">GB-BST</subfield></datafield><datafield tag="050" ind1=" " ind2="4"><subfield code="a">P53.445 .I67 2014</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">LAN009040</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">418.0071</subfield></datafield><datafield tag="245" ind1="0" ind2="0"><subfield code="a">TheImpact of Self-Concept on Language Learning /</subfield><subfield code="c">ed. by Kata Csizér, Michael Magid.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Bristol ;</subfield><subfield code="a">Blue Ridge Summit : </subfield><subfield code="b">Multilingual Matters, </subfield><subfield code="c">[2014]</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">©2014</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (400 p.)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="347" ind1=" " ind2=" "><subfield code="a">text file</subfield><subfield code="b">PDF</subfield><subfield code="2">rda</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">Second Language Acquisition</subfield></datafield><datafield tag="505" ind1="0" ind2="0"><subfield code="t">Frontmatter -- </subfield><subfield code="t">Contents -- </subfield><subfield code="t">Contributors -- </subfield><subfield code="t">1 The Self-Concept and Language Learning: An Introduction -- </subfield><subfield code="t">Part 1 Theories Related to Self-Concept -- </subfield><subfield code="t">2 Future Self-Guides and Vision -- </subfield><subfield code="t">3 At the Interface of the Socio-Educational Model, Self-Determination Theory and the L2 Motivational Self System Models -- </subfield><subfield code="t">4 Re-imagining the Self as a Network of Relationships -- </subfield><subfield code="t">Part 2 Self-Concept and Language Learning -- </subfield><subfield code="t">5 The Ideal L2 Self, Self- Regulatory Strategies and Autonomous Learning: A Comparison of Different Groups of English Language Learners -- </subfield><subfield code="t">6 EFL Students' L2 Motivational Self System and Self- Regulation: Focusing on Elementary and Junior High School Students in Korea -- </subfield><subfield code="t">7 The L2 Self-Concept in Second Language Learning Motivation: A Longitudinal Study of Korean University Students -- </subfield><subfield code="t">8 Culture, Autonomy and the Self in Language Learning -- </subfield><subfield code="t">9 Investigating Adult Migrant ESL Learners' Language Learning Motivational Profile in Australia: Towards a Bicultural Identity -- </subfield><subfield code="t">10 Investing in Experiential Capital: Self-efficacy, Imagination and Development of Ideal L2 Selves -- </subfield><subfield code="t">11 Self-Constructs in Language Learning: What is their Role in Self-Regulation? -- </subfield><subfield code="t">12 Emerging Self-Identities of Second Language Learners: Emotions and the Experiential Profile of Identity Construction -- </subfield><subfield code="t">13 Fear of the True Self: Social Anxiety and the Silent Behaviour of Japanese Learners of English -- </subfield><subfield code="t">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 -- </subfield><subfield code="t">15 The Interaction of the L2 Motivational Self System with Socialisation and Identification Patterns and L2 Accent Attainment -- </subfield><subfield code="t">Part 3 Self-Concept and Language Teaching -- </subfield><subfield code="t">16 The Effect of Motivational Strategies on Self-related Aspects of Student Motivation and Second Language Learning -- </subfield><subfield code="t">17 ELT Motivation from a Complex Dynamic Systems Theory Perspective: A Longitudinal Case Study of L2 Teacher Motivation in Beijing -- </subfield><subfield code="t">Part 4 Intervention Studies -- </subfield><subfield code="t">18 A Motivational Programme for Learners of English: An Application of the L2 Motivational Self System -- </subfield><subfield code="t">19 Effects of an Imagery Training Strategy on Chinese University Students' Possible Second Language Selves and Learning Experiences -- </subfield><subfield code="t">20 Applications and Implications of the L2 Motivational Self System in a Catalan EFL Context -- </subfield><subfield code="t">Part 5 Future Research Directions -- </subfield><subfield code="t">21 The Self-Concept and Language Learning: Future Research Directions</subfield></datafield><datafield tag="506" ind1="0" ind2=" "><subfield code="a">restricted access</subfield><subfield code="u">http://purl.org/coar/access_right/c_16ec</subfield><subfield code="f">online access with authorization</subfield><subfield code="2">star</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">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.</subfield></datafield><datafield tag="530" ind1=" " ind2=" "><subfield code="a">Issued also in print.</subfield></datafield><datafield tag="538" ind1=" " ind2=" "><subfield code="a">Mode of access: Internet via World Wide Web.</subfield></datafield><datafield tag="546" ind1=" " ind2=" "><subfield code="a">In English.</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Description based on online resource; title from PDF title page (publisher's Web site, viewed 24. Apr 2022)</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Independent study.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Language and languages</subfield><subfield code="x">Self-instruction.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Language and languages</subfield><subfield code="x">Study and teaching.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">LANGUAGE ARTS & DISCIPLINES / Linguistics / Psycholinguistics.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">L2 learning.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">L2 motivation.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">L2 teaching.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">SLA.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">Second Language Acquisition.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">The Self.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">language learner.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">learner motivation.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">self-concept.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">self-impact.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Bramley, Nicolette, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Brewster, Damon R., </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield 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