Chapter 11. Individual difference and context in study abroad

Chapters in this book

1. Frontmatter i
2. Preface v
3. Contents vii
4. Chapter 1. Individual characteristics and foreign language education: An introduction to the book 1
5. Part 1: Cognitive variables
6. Chapter 2. Attention, awareness, and individual differences in language learning 27
7. Chapter 3. Language learning aptitude and foreign language learning 51
8. Chapter 4. Understanding L2 reading: A cognitive perspective 71
9. Chapter 5. The effects of motivation and proficiency on pragmatic and grammatical awareness in foreign language learning 93
10. Chapter 6. Differentiated instruction for language and learning strategies: Classroom applications 115
11. Chapter 7. Characterising individual learners on an empirically-developed can-do system: An application of Latent Rank Theory 131
12. Part 2: Beliefs, assumptions and attitudes
13. Chapter 8. Learner language in unrehearsed communication: Nurturing individual differences in the classroom 153
14. Chapter 9. Exploring Australian Japanese language teachers’ perceptions of intercultural language learning 175
15. Chapter 10. Assumptions about learning and teaching languages amongst Australian pre-service teachers: A pedagogical process allowing reflection for teacher learning 197
16. Chapter 11. Individual difference and context in study abroad 221
17. Part 3: Motivation, identity and anxiety
18. Chapter 12. The role of stories in teacher development 241
19. Chapter 13. Language identity as a process and second language learning 255
20. Chapter 14. Fostering learners’ affective development through process drama 273
21. Chapter 15 Implementing a goal setting program for EFL students: The design, process and results 301
22. Chapter 16. A study of foreign language classroom anxiety at a Taiwanese university 317
23. Authors and their affiliations 333
24. Index 337