Self and Identity in Adolescent Foreign Language Learning /
Taylor, Florentina
Self and Identity in Adolescent Foreign Language Learning / Florentina Taylor. - 1 online resource (208 p.) - Second Language Acquisition .
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 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.
9781847699992 9781783090006
10.21832/9781783090006 doi
2013011924
English language--Study and teaching (Secondary)--Foreign speakers.
Identity (Psychology)
Identity (Psychology).
Interdisciplinary approach in education.
Language and education.
Language arts (Secondary)--Social aspects.
Second language acquisition.
Teenagers--Language.
LANGUAGE ARTS & DISCIPLINES / Study & Teaching.
L2 Self. L2 identity. SLA. Second Language Acquisition. foreign language learning. foreign language teaching. identity. language learnering. teenage language learners. the self.
P120.Y68 / T34 2013 P120.Y68 / T34 2013
428.0071/2
Self and Identity in Adolescent Foreign Language Learning / Florentina Taylor. - 1 online resource (208 p.) - Second Language Acquisition .
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 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.
9781847699992 9781783090006
10.21832/9781783090006 doi
2013011924
English language--Study and teaching (Secondary)--Foreign speakers.
Identity (Psychology)
Identity (Psychology).
Interdisciplinary approach in education.
Language and education.
Language arts (Secondary)--Social aspects.
Second language acquisition.
Teenagers--Language.
LANGUAGE ARTS & DISCIPLINES / Study & Teaching.
L2 Self. L2 identity. SLA. Second Language Acquisition. foreign language learning. foreign language teaching. identity. language learnering. teenage language learners. the self.
P120.Y68 / T34 2013 P120.Y68 / T34 2013
428.0071/2