LINGUIST List 21.5168 Mon Dec 20 2010 Diss: Applied Ling: Taylor: 'A Quadripolar Model of Identity in ...' Editor for this issue: Mfon Udoinyang <mfonlinguistlist.org> To post to LINGUIST, use our convenient web form at http://linguistlist.org/LL/posttolinguist.cfm. Directory         1.     Florentina Taylor , A Quadripolar Model of Identity in Adolescent Foreign Language Learners Message 1: A Quadripolar Model of Identity in Adolescent Foreign Language Learners Date: 20-Dec-2010 From: Florentina Taylor <florentina.tayloryork.ac.uk> Subject: A Quadripolar Model of Identity in Adolescent Foreign Language Learners E-mail this message to a friend Institution: University of Nottingham Program: School of English Studies Dissertation Status: Completed Degree Date: 2010 Author: Florentina Taylor Dissertation Title: A Quadripolar Model of Identity in Adolescent Foreign Language Learners Linguistic Field(s): Applied Linguistics Dissertation Director: Kevin Harvey Louise Mullany Dissertation Abstract: Integrating several psychological theories (e.g., self and identity, self-presentation and internalisation, possible selves and self-discrepancy, developmental processes in adolescence), this thesis proposes a new theoretical framework aiming to facilitate a better understanding of foreign language learning. The Quadripolar Model of Identity postulates the existence of four self components (private, public, ideal and imposed), whose pluridirectional interactions may lead to four types of self system (submissive, duplicitous, rebellious and harmonious) hypothesised to differ from one relational context to another (e.g., school, family, friends). For students, these identity processes are expected to fluctuate depending on the subject studied. A preliminary validation of this new theoretical framework in foreign language learning, the study reported here represents a mixed-method cross-sectional investigation with 1,045 participants (mean age 16.47; 339 boys, 645 girls, 61 of undeclared gender) learning English as a foreign language in five Romanian secondary schools of different specialisms. Of the 1,045 students who completed a new purposefully-designed self-reported questionnaire, 32 participated in individual in-depth interviews, the quantitative and qualitative findings being integrated into a meta-inferential discussion. The results offered consistent support for the Quadripolar Model of Identity, while also facilitating invaluable unexpected insights. Students' appreciation as individuals was found to predict the nature of their self system in class, while being also related to their perceived competence in English, their affective affinities with the foreign language, their learning orientation and their attributions for success and failure. In the absence of personal appreciation, an assessment-driven ethos was found to stimulate the manipulative display of various public selves that had little connection with the students' private selves. Teachers were identified as the principal motivator in the English class and differences in perceived teacher interest were associated with gender differences in perceived L2 competence and context-induced identity display. Implications for research and teaching practice are discussed. Read more issues|LINGUIST home page|Top of issue Page Updated: 20-Dec-2010       About LINGUIST    |   Contact Us       While the LINGUIST List makes every effort to ensure the linguistic relevance of sites listed on its pages, it cannot vouch for their contents.