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Self-Concept in Foreign Language Learning

A Longitudinal Study of Japanese Language Learners
BuchGebunden
196 Seiten
Englisch
Taylor & Franciserschienen am06.05.2024
This book explores self-concept in foreign language (FL) learning, tracing the trajectories of a group of Japanese language learners at an Australian university to illuminate new insights about the factors impacting positive self-concept and implications for language learning more broadly.mehr
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EUR182,50
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Produkt

KlappentextThis book explores self-concept in foreign language (FL) learning, tracing the trajectories of a group of Japanese language learners at an Australian university to illuminate new insights about the factors impacting positive self-concept and implications for language learning more broadly.
Details
ISBN/GTIN978-1-032-48483-9
ProduktartBuch
EinbandartGebunden
FormatGenäht
Erscheinungsjahr2024
Erscheinungsdatum06.05.2024
Seiten196 Seiten
SpracheEnglisch
MasseBreite 152 mm, Höhe 229 mm, Dicke 13 mm
Gewicht449 g
Artikel-Nr.13578164

Inhalt/Kritik

Inhaltsverzeichnis
List of figuresList of tablesAcknowledgementsChapter 1: Introduction and background of the studySelf in second/foreign language acquisitionSelf-concept and other self-related constructsConceptual models of academic self-conceptThe subject-specificity of self-conceptSelf-concept and achievementInternal and external (social) comparisonsInternal/external comparisons and affectBig-fish-little-pond effectInternal/external comparisons and goalsFeedback from significant othersAttribution of success and failureSelf-concept in the transition to different learning contextsAim and overview of the bookChapter 2: Foreign language self-concepts, beliefs and ideal second language selvesMercer´s internal/external frames of reference in foreign language self-concept formationInternal frames of reference for FL self-concept formationExternal frames of reference for FL self-concept formationLearners´ self-presentations in second and foreign languagesThe ideal L2 self and the ought-to L2 selfLearners´ beliefs about language learningStudies about self-concept in foreign language learningPrevious research on study abroadFactors that influence learners´ experiences in study abroad and their perceptions of those experiencesEnvironmental contexts in study abroad and interactions in the target languageLearners´ self-related issues in study abroadSummary of the chapterChapter 3: Context of the study and methodologyContext of the present studyParticipantsMethodologies of data collection and analysisOutline of data collectionDiary writingInterviewsClassroom recording and observationData analysisChapter 4: Foreign language self-concept upon transition to universityHesitance: A rocky start for Adrian, Jason and SandraConfidence embodied: Betty´s smooth startSpeaking up: Changes in the FL self-concepts of Adrian, Jason and SandraBetty´s disappointment: Her inability to develop a more positive FL self-conceptLearners´ FL self-concepts, ideal L2 selves and beliefs about language learning in transition periods to universitySummary of the chapterChapter 5: Foreign language self-concept during and after study abroadCritical experience: Sandra´s FL self-concept during study abroadMaintenance of motivation: Sandra´s FL self-concept after study abroadHarmony between a belief and a learning environment: Zac´s FL self-concept during study abroadConflict between a belief and a learning environment: Zac´s FL self-concept after study abroadStrong hesitance to speak Japanese: Joan´s FL self-concept in the classroomBuilding confidence to speak: Joan´s FL self-concept during study abroadLearners´ FL self-concepts, ideal L2 selves and beliefs about language learning during and after study abroadSummary of the chapterChapter 6: ConclusionThe dynamic and complex nature of FL self-conceptThe development of positive FL self-conceptEmotions and FL self-conceptThe researcher´s reflexivityTeaching implicationsLimitations of the study and future studies about FL self-conceptAppendicesAppendix A: QuestionnaireAppendix B: Instructions for diary writingAppendix C: General questions in interviewsAppendix D: Observations noted in the classroomAppendix E: Transcription conventionsIndexmehr