Kapitel in diesem Buch

1. Frontmatter i
2. Contents v
3. Contributors ix
4. 1 The Self-Concept and Language Learning: An Introduction 1
5. Part 1 Theories Related to Self-Concept
6. 2 Future Self-Guides and Vision 7
7. 3 At the Interface of the Socio-Educational Model, Self-Determination Theory and the L2 Motivational Self System Models 19
8. 4 Re-imagining the Self as a Network of Relationships 51
9. Part 2 Self-Concept and Language Learning
10. 5 The Ideal L2 Self, Self- Regulatory Strategies and Autonomous Learning: A Comparison of Different Groups of English Language Learners 73
11. 6 EFL Students’ L2 Motivational Self System and Self- Regulation: Focusing on Elementary and Junior High School Students in Korea 87
12. 7 The L2 Self-Concept in Second Language Learning Motivation: A Longitudinal Study of Korean University Students 108
13. 8 Culture, Autonomy and the Self in Language Learning 131
14. 9 Investigating Adult Migrant ESL Learners’ Language Learning Motivational Profile in Australia: Towards a Bicultural Identity 155
15. 10 Investing in Experiential Capital: Self-efficacy, Imagination and Development of Ideal L2 Selves 171
16. 11 Self-Constructs in Language Learning: What is their Role in Self-Regulation? 189
17. 12 Emerging Self-Identities of Second Language Learners: Emotions and the Experiential Profile of Identity Construction 206
18. 13 Fear of the True Self: Social Anxiety and the Silent Behaviour of Japanese Learners of English 232
19. 14 Chinese University Students’ Willingness to Communicate in the L2 Classroom: The Complex and Dynamic Interplay of Self-Concept, Future Self-Guides and the Sociocultural Context 250
20. 15 The Interaction of the L2 Motivational Self System with Socialisation and Identification Patterns and L2 Accent Attainment 268
21. Part 3 Self-Concept and Language Teaching
22. 16 The Effect of Motivational Strategies on Self-related Aspects of Student Motivation and Second Language Learning 289
23. 17 ELT Motivation from a Complex Dynamic Systems Theory Perspective: A Longitudinal Case Study of L2 Teacher Motivation in Beijing 310
24. Part 4 Intervention Studies
25. 18 A Motivational Programme for Learners of English: An Application of the L2 Motivational Self System 333
26. 19 Effects of an Imagery Training Strategy on Chinese University Students’ Possible Second Language Selves and Learning Experiences 357
27. 20 Applications and Implications of the L2 Motivational Self System in a Catalan EFL Context 377
28. Part 5 Future Research Directions
29. 21 The Self-Concept and Language Learning: Future Research Directions 403