Lessons from exceptional language learners who have achieved nativelike proficiency : motivation, cognition and identity
Author(s)
Bibliographic Information
Lessons from exceptional language learners who have achieved nativelike proficiency : motivation, cognition and identity
(Psychology of language learning and teaching / series editors, Sarah Mercer and Stephen Ryan, 18)
Multilingual Matters, c2023
- : pbk
Available at 4 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references (p. 177-188) and index
Description and Table of Contents
Description
How do some language learners triumph against all odds, despite not having obvious heritage links or spending extended periods of time in the L2 environment pre-adulthood? This book delves into the autobiographical stories of learners who achieve nativelike proficiency, opening a narrative window into their experiences and offering insights into their pathways to success. The in-depth analysis ties together a wide range of potentially relevant topics, from motivational vision and international posture to issues of identity, endurance and even musical ability, among other themes. The authors explore whether these successes can be repeated by others and the book will be of use to language teachers interested in learner motivation and the antecedents to high-level ultimate attainment. The book will also be of great interest to researchers working in the areas of language learner psychology, especially in topics concerning language learning motivation, identity and narrative inquiry.
Table of Contents
Acknowledgements
Introduction
1. Theoretical Background
2. Methodology: Identifying Participants and Documenting Their Stories
3. Defining Nativelikeness
4. A Favourable Set-Up
5. A Unique Bond with the Chosen Language
6. Cognition and Other Facilitative Learner Characteristics
7. Attention to Pronunciation
8. Intensive Effort and Strategic Learning
9. Reinforcing Relationships and Social Expectations
10. Sources of Persistence
11. Second Language Confidence, Comfort and Ownership
12. The Question of L2 Identities
Conclusion
Appendix
References
by "Nielsen BookData"