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.
Innehållsförteckning
Epilogue
1. Kata Csizér and Michael Magid: The Self-concept and Language Learning: An Introduction
Part I: Theories Related to Self-concept
2. Zoltán Dörnyei: Future Self-guides and Vision
3. Maya Sugita Mc Eown, Kimberly A Noels and Kathryn Everhart Chaffee: At the Interface of the Socio-educational Model, Self-determination Theory, and the L2 Motivational Self System Model
4. Sarah Mercer: Reimagining the Self as a Network of Relationships
Part II: Self-concept and Language Learning
5. Kata Csizér and Judit Kormos: The Ideal L2 Self, Self-regulatory Strategies and Autonomous Learning: A Comparison of Different Groups of English Language Learners
6. Tae-Young Kim and Yoon-Kyoung Kim: EFL Students’ L2 Motivational Self System and Self-Regulation: Focusing on Elementary and Junior High School Students in Korea
7. David Lyons: The L2 Self-concept in Second Language Learning Motivation: A Longitudinal Study of Korean University Students
8. Kimberly A Noels, Kathryn Everhart Chaffee, Megan Michalyk and Maya Sugita Mc Eown: Culture, Autonomy and the Self in Language Learning
9. Elke Stracke, Jeremy Jones and Nicolette Bramley: Investigating Adult Migrant ESL Learners’ Language Learning Motivational Profile in Australia: Towards a Bicultural Identity
10. Kay Irie and Damon Brewster: Investing in Experiential Capital: Self-efficacy and Development of Possible Selves
11. Janina Iwaniec: Self-constructs in Language Learning: What is their Role in Self-regulation?
12. Masuko Miyahara: Emerging Self-identities of Second Language Learners: Emotions and the Experiential Profile of Identity Construction
13. Jim King: Fear of the True Self: Social Anxiety and the Silent Behaviour of Japanese Learners of English
14. Zhen Yue: 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. Nihat Polat: The Interaction of the L2 Motivational Self System with Socialisation and Identification Patterns, and L2 Accent Attainment
Part III: Self-concept and Language Teaching
16. Gabriella Mezei: The Effect of Motivational Strategies on Self-related Aspects of Student Motivation and Second Language Learning
17. Yuzo Kimura: ELT Motivation from a Complex Dynamic Systems Theory Perspective: A Longitudinal Case Study of L2 Teacher Motivation in Beijing
Part IV: Intervention Studies
18. Michael Magid: A Motivational Programme for Learners of English: An Application of the L2 Motivational Self System
19. Letty Chan: Effects of an Imagery Training Strategy on Chinese University Students’ Possible Second Language Selves and Learning Experiences
20. Jessica Mackay: An Ideal L2 Self Intervention: Practical Implications in a Spanish EFL Context
21. Michael Magid and Kata Csizér: The Self-concept and Language Learning: Future Research Directions
Om författaren
Michael Magid is an English Language Pedagogy Specialist at the English Language Institute of Singapore. As a pedagogy specialist, Michael is involved in the professional development of English teachers and conducts action research on language learning motivation and using drama as a pedagogical tool to teach English. In his work, Michael draws on his experience of teaching English at all levels in Canada, England, China and Japan as well as his background in Applied Linguistics.
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