12 L2 Selves as a Source of Emotional Discomfort: A Self-Discrepancy Perspective

Kapitel in diesem Buch

1. Frontmatter i
2. Contents v
3. Figures and Tables vii
4. Contributors ix
5. Acknowledgements xv
6. Abbreviations xvii
7. Foreword xix
8. 1 Introduction 1
9. 2 Language Learning Motivation and the Multilingual Turn 13
10. 3 Negotiating Agentive Selves in Arabic Learning: A Case Study of Arabic Learners at a Chinese University 34
11. 4 The Construction of Ought-To Multilingual Selves and their Roles in Shaping Chinese Language Learners’ LOTE Motivation 53
12. 5 Japanese Learners’ LOTE Motivation and Persistence in Learning: Focusing on the Influence of English 71
13. 6 Exploring International Students’ Experiences of Learning Japanese in Japan through Multimodal Language Learning Histories 89
14. 7 Identity, Investment and Language Learning Strategies: Voices of Undergraduate Students Learning Korean in Kazakhstan 108
15. 8 Indonesian Students’ Mental Images of Portugal and their L2 Motivation 126
16. 9 Multilingual Language Profiles, Perceptions and Motivations within the Context of Majoring in a Foreign Language in Malaysia 143
17. 10 Understanding Pakistani University Students’ Motivations for Learning Chinese in Pakistan: A Bourdieusian Perspective 173
18. 11 Understanding Challenges, Strategy Use and the Ideal Multilingual Self of Internally Displaced Syrians on the Syria–Turkey Border 192
19. 12 L2 Selves as a Source of Emotional Discomfort: A Self-Discrepancy Perspective 209
20. 13 Current Understandings and Future Directions in L2 Motivation Research 230
21. Index 236