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Self and Identity in Adolescent Foreign Language Learning / Florentina Taylor.

By: Material type: TextTextSeries: Second Language AcquisitionPublisher: Bristol ; Blue Ridge Summit : Multilingual Matters, [2013]Copyright date: ©2013Description: 1 online resource (208 p.)Content type:
Media type:
Carrier type:
ISBN:
  • 9781847699992
  • 9781783090006
Subject(s): DDC classification:
  • 428.0071/2 23
LOC classification:
  • P120.Y68 T34 2013
  • P120.Y68 T34 2013
Other classification:
  • online - DeGruyter
Online resources:
Contents:
Frontmatter -- Contents -- Tables and Figures -- 1. Introduction -- 2. Self and Identity in Adolescence: A Relational Perspective -- 3. Self and Identity in Foreign Language Learning -- 4. A Quadripolar Model of Identity in Adolescent Foreign Language Learning -- 5. Participants’ Self Systems in Four Relational Contexts -- 6. Self Perceptions and Identity Display in Learning English as a Foreign Language -- 7. Of Students and Teachers -- 8. Drawing the Line: Evaluation and Implications -- Appendix A: The L2 Quadripolar Identity Questionnaire -- Appendix B: The L2 Quadripolar Identity Questionnaire with Item Numbers -- Appendix C: Questionnaire Scales with Item Numbers -- Appendix D: Interview guide – Themes Covered, with Examples of Questions and Prompts -- Appendix E: Self System Graphical Representations and Vignettes -- Appendix F: Interviewee Profiles -- Glossary -- References -- Subject Index -- Author Index -- Country Index
Summary: 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.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9781783090006

Frontmatter -- Contents -- Tables and Figures -- 1. Introduction -- 2. Self and Identity in Adolescence: A Relational Perspective -- 3. Self and Identity in Foreign Language Learning -- 4. A Quadripolar Model of Identity in Adolescent Foreign Language Learning -- 5. Participants’ Self Systems in Four Relational Contexts -- 6. Self Perceptions and Identity Display in Learning English as a Foreign Language -- 7. Of Students and Teachers -- 8. Drawing the Line: Evaluation and Implications -- Appendix A: The L2 Quadripolar Identity Questionnaire -- Appendix B: The L2 Quadripolar Identity Questionnaire with Item Numbers -- Appendix C: Questionnaire Scales with Item Numbers -- Appendix D: Interview guide – Themes Covered, with Examples of Questions and Prompts -- Appendix E: Self System Graphical Representations and Vignettes -- Appendix F: Interviewee Profiles -- Glossary -- References -- Subject Index -- Author Index -- Country Index

restricted access online access with authorization star

http://purl.org/coar/access_right/c_16ec

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.

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 01. Dez 2022)