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Self and Identity in Adolescent Foreign Language Learning: 70 (Second Language Acquisition) - Tapa blanda
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Críticas
Florentina Taylor's study adds a fresh and original perspective to the vibrant field of studies of the self in SLA. Reading the book will not only extend readers' understandings of adolescents' multiple relational selves and identities, but they will also gain valuable insights into a range of related psychological issues. A bold, intelligent and important contribution to this exciting field. * Sarah Mercer, Universit * Florentina Taylor delivers, for the first time, an exploration of the identity development of adolescents learning foreign languages. Her quadripolar model of identity provides creative and novel insight into how and why students actively participate in learning. If you are in any way interested in the motivational factors underlying language learning in adolescents, you owe it to yourself to read this book. * Rob Klassen, Psychology in Education Research Centre, University of York, UK * This is a carefully researched and well-written book that will be read with much interest and profit by those interested in the increasingly important area of identity in foreign language learning. * Alison Mackey, Georgetown University, USA and Lancaster University, UK * Readers may wonder what factors drive English language learners like the participants in the book and us; do the Romanian adolescent learners have different learning experiences from ours? In reading this book, we were not only fascinated by the findings but also felt surprised by the fact that the study had not received the attention it should have in the field of language learner motivation and identity research. -- Tian Xia, East China University of Political Science and Law, China and Xuesong Gao, The University of Hong Kong, Hong Kong * System 51 (2015) 88-101 *
Reseña del editor
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.
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- EditorialMultilingual Matters
- Año de publicación2013
- ISBN 10 1847699987
- ISBN 13 9781847699985
- EncuadernaciónTapa blanda
- IdiomaInglés
- Número de páginas208
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Self and Identity in Adolescent Foreign Language Learning (Second Language Acquisition, 70, Band 70)
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Multilingual Matters, 2013
ISBN 10: 1847699987
ISBN 13: 9781847699985
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Self and Identity in Adolescent Foreign Language Learning
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Multilingual Matters, 2013
ISBN 10: 1847699987
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Self and Identity in Adolescent Foreign Language Learning
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Multilingual Matters, 2013
ISBN 10: 1847699987
ISBN 13: 9781847699985
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Self and Identity in Adolescent Foreign Language Learning
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Multilingual Matters, 2013
ISBN 10: 1847699987
ISBN 13: 9781847699985
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SELF AND IDENTITY IN ADOLESCENT FOREIGN LANGUAGE LEARNING - SECOND LANGUAGE ACQUISITION
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Multilingual Matters, 2013
ISBN 10: 1847699987
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Self and Identity in Adolescent Foreign Language Learning
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Channel View Publications Ltd, 2013
ISBN 10: 1847699987
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Self and Identity in Adolescent Foreign Language Learning
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ISBN 10: 1847699987
ISBN 13: 9781847699985
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Self and Identity in Adolescent Foreign Language Learning (Paperback)
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Channel View Publications Ltd, Bristol, 2013
ISBN 10: 1847699987
ISBN 13: 9781847699985
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Paperback. Condición: new. Paperback. 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. This book explores the role of identity in adolescent foreign language learning. It presents both qualitative and quantitative research, as well as a new model of identity, to support the claim that discrepancy in the display of the self can affect achievement in education. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Nº de ref. del artículo: 9781847699985
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Self and Identity in Adolescent Foreign Language Learning (Second Language Acquisition, 70)
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Multilingual Matters, 2013
ISBN 10: 1847699987
ISBN 13: 9781847699985
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Librería: Lucky's Textbooks, Dallas, TX, Estados Unidos de America
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Condición: New. Nº de ref. del artículo: ABLIING23Mar2912160247147
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