Self and identity in adolescent foreign language learning
著者
書誌事項
Self and identity in adolescent foreign language learning
（Second language acquisition / series editor, David Singleton, 70）
Multilingual Matters, c2013
- : hbk
- : pbk
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注記
Includes bibliographical references (p. 172-190) and indexes
内容説明・目次
- 巻冊次
-
: pbk ISBN 9781847699985
内容説明
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.
目次
Chapter 1. Introduction Chapter 2. Self and Identity in Adolescence: A Relational Perspective Chapter 3. Self and Identity in Foreign Language Learning Chapter 4. A Quadripolar Model of Identity in Adolescent Foreign Language Learning Chapter 5. Participants' Self Systems in Four Relational Contexts Chapter 6. Self Perceptions and Identity Display in Learning English as a Foreign Language Chapter 7. Of Students and Teachers Chapter 8. Drawing the Line: Evaluation and Implications
- 巻冊次
-
: hbk ISBN 9781847699992
内容説明
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.
目次
Chapter 1. Introduction
Chapter 2. Self and Identity in Adolescence: A Relational Perspective
Chapter 3. Self and Identity in Foreign Language Learning
Chapter 4. A Quadripolar Model of Identity in Adolescent Foreign Language Learning
Chapter 5. Participants’ Self Systems in Four Relational Contexts
Chapter 6. Self Perceptions and Identity Display in Learning English as a Foreign Language
Chapter 7. Of Students and Teachers
Chapter 8. Drawing the Line: Evaluation and Implications
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