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"Buenos dias", "buenas noches" -- this was the first words in a foreign language I heard in my life, as a three-year old boy growing up in developing post-war Western Germany, where the first gastarbeiters had arrived from Spain. Fascinated by the strange sounds, I tried to get to know some more languages, the only opportunity being TV courses of English and French -- there was no foreign language education for pre-teen school children in Germany yet in those days. Read more



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FYI: Call for Chapters: Self-concept & Second Lang Acq


Author: Michael Magid

Linguistic Field(s): Applied Linguistics
Language Acquisition

FYI Body: Deadline for abstracts: June 1st 2012)

Title: The Impact of Self-concept on Second Language Acquisition

Editors:
Dr. Kata Csizér (weinkata@yahoo.com)
and Dr. Michael Magid (mmagid@hotmail.com)

A learner’s sense of self has been found to play a key role in academic
achievement (Pajares & Schunk, 2005) and it may play a more
significant role in language learning since “language, after all, belongs
to a person’s whole social being; it is a part of one’s identity, and is
used to convey this identity to other people” (Williams & Burden, 1997,
p. 115). Recently in SLA, scholars have focused on the importance of
self-concept as a result of Zoltán Dörnyei’s L2 Motivation Self System
which is based on Higgins’s (1987) self-discrepancy theory in which an
L2 learner compares their current self-concept to their self guides
which are their ideal self and their ought self. Self-concept may be
“conceptualized in global terms or in respect to specific domains and
includes both cognitive and affective dimensions” (Mercer, 2011, p. 65)

This edited volume seeks to highlight the effects of self-concept on SLA
by considering a wide range of theories related to self-concept as well
as their practical application. Possible areas that may be discussed in
chapters that will be selected for this volume include (but are not limited
to):

-The L2 Motivational Self System
-The Self-concept as a complex dynamic system
-L2 Learner beliefs
-Identity
-Willingness to communicate
-L2 linguistic self-confidence and anxiety
-Self-efficacy and self-esteem
-Metacognition

Submissions that adopt mixed methods approaches are especially
welcome. Potential authors are invited to submit a proposal of around
500 words to both editors by June 1st 2012.

Intended Readership: The general interest in L2 motivation and the
possible practical classroom applications would encourage a wide
range of readership, especially but not exclusively: researchers in the
areas of Applied Linguistics, language pedagogy and social
psychology; pre- and postgraduate students of the above outlined
fields; language teacher trainers and their trainees in pre-service and
in-service courses; language policy stakeholders and language
teachers. We aim to publish this book with Multilingual Matters.

Biographical Data of the Editors

Kata Csizér graduated from Eötvös Loránd University, School of
English and American Studies in 1998. She has been teaching English
since 1998. She holds a PhD in Language Pedagogy. She has been
working at the Department of English Applied Linguistics, where she
teaches various L2 motivation courses. Her main field of research
interest is the socio- psychological aspects of L2 learning and teaching
as well as second and foreign language motivation. She has published
over 50 academic papers on various aspects of L2 motivation and has
co-authored three books, including Motivational dynamics, language
attitudes and language globalisation: A Hungarian perspective (2006,
Multilingual-Matters, with Zoltán Dörnyei and Nóra Németh).

Michael Magid is currently working as an English Language Pedagogy
Specialist at the English Language Institute of Singapore. As an English
Language Pedagogy Specialist, Michael draws on his experience of
teaching English at all levels in Canada, England, China, and Japan as
well as his background in Applied Linguistics. He graduated from the
University of Nottingham and holds a PhD in Applied Linguistics which
was written under the supervision of Zoltán Dörnyei. As a part of his
PhD, Michael designed a programme based on the L2 Motivational Self
System to motivate learners of English and build their self-confidence.
His publications are in the areas of L2 motivation, Sociolinguistics, and
materials development. His most recent publication is entitled
Motivating English learners by helping them visualise their Ideal L2
Self: Lessons from two motivational programmes (2011, Innovation in
Language Learning and Teaching, with Letty Chan).

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