TY  - BOOK
AU  - Taylor,Florentina
TI  - Self and Identity in Adolescent Foreign Language Learning
T2  - Second Language Acquisition
SN  - 9781847699992
AV  - P120.Y68 T34 2013
U1  - 428.0071/2 23
PY  - 2013///]
CY  - Bristol, Blue Ridge Summit : 
PB  - Multilingual Matters, 
KW  - English language
KW  - Study and teaching (Secondary)
KW  - Foreign speakers
KW  - Identity (Psychology)
KW  - Interdisciplinary approach in education
KW  - Language and education
KW  - Language arts (Secondary)
KW  - Social aspects
KW  - Second language acquisition
KW  - Teenagers
KW  - Language
KW  - LANGUAGE ARTS & DISCIPLINES / Study & Teaching
KW  - bisacsh
KW  - L2 Self
KW  - L2 identity
KW  - SLA
KW  - Second Language Acquisition
KW  - foreign language learning
KW  - foreign language teaching
KW  - identity
KW  - language learnering
KW  - teenage language learners
KW  - the self
N1  - 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
N2  - 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
UR  - https://doi.org/10.21832/9781783090006
UR  - https://www.degruyter.com/isbn/9781783090006
UR  - https://www.degruyter.com/document/cover/isbn/9781783090006/original
ER  -