By Sarah Mercer (auth.)
This e-book contributes to our starting to be realizing of the character and improvement of language learner self-concept. It assesses the correct literature within the disciplines of psychology and utilized linguistics and describes in-depth, qualitative study reading the self-concepts of tertiary-level EFL inexperienced persons. even supposing researchers in utilized linguistics and SLA have well-known the significance of self-constructs, there continues to be little empirical paintings within the context of international language studying that focuses completely and at size in this principal mental build. The content material of this monograph attracts on interdisciplinary resources, with enter from psychology and utilized linguistics. it is going to entice scholars and researchers attracted to language-learner psychology in addition to self-related constructs more often than not. The textual content offers insights into how rookies view themselves, and the way those self-beliefs can increase and impact the development of an individual’s language learning.
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This e-book contributes to our becoming realizing of the character and improvement of language learner self-concept. It assesses the suitable literature within the disciplines of psychology and utilized linguistics and describes in-depth, qualitative study studying the self-concepts of tertiary-level EFL inexperienced persons.
Mongolic Phonology and the Qinghai-Gansu Languages
The peripheral Mongolic languages of the Qinghai-Gansu region in China comprise
Eastern Yugur (Shira Yugur) and the Shirongol languages. The latter might be subdivided in a Monguor department, which includes Mongghul and Mangghuer, and a Baoanic department, which includes Baoan, Kangjia, and Dongxiang (Santa).
The inner taxonomy of the Qinghai-Gansu languages might be mentioned in a separate section.
The Qinghai-Gansu languages are more and more well-described. They
have additionally been the topic of reports in language touch, often within the context
of the Amdo or Qinghai-Gansu Sprachbund.
This examine will procedure the phonology of Qinghai-Gansu Mongolic
from a comparative ancient point of view. It offers an summary of the phonological advancements of the Qinghai-Gansu languages, evaluating them to the reconstructed ancestral language. even as it's going to examine the
archaic gains that may be present in those languages, with a view to increase the
reconstructions of person Mongolic lexemes.
The booklet ends with a comparative complement of approximately 1350
reconstructed universal Mongolic goods, observed by means of the fashionable types they're in response to and, the place precious, arguments for the selected reconstruction.
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Extra resources for Towards an Understanding of Language Learner Self-Concept
Swann et al. (2007: 87) explain this phenomenon in terms of “specificity matching”. This means that “the specificity of predictors and criteria should be matched”; in other words, they suggest that research should not combine a mixture of global and specific factors but should remain consistent. Although much of this advice is clearly aimed at quantitative, correlational-style studies, the implications for domain-specific qualitative studies are equally important. Thus, although much has been achieved in understandings about self-concept, in particular the findings emphasising the importance of domain-specific studies such as into the FL self-concept, rather than at more unidimensional levels, many questions remain and more research is necessary, in order to provide a more comprehensive, grounded picture.
Guérin et al. 2003; Hattie and Marsh 1996; Marsh and Yeung 1998; Yeung et al. 2000) have questioned the appropriacy of this configuration and propose that self-concept may be more complex than these models suggest, since it may vary in structure depending on context- and domainspecific factors. C. C. C. C. C. C. C. C. C. Fig. 2 An elaboration of Marsh and Shavelson’s (1985) model (Marsh et al. 1988: 378)2 fact, mirror the psychological structure as it is phenomenologically experienced by individuals”.
Building on such understandings of identity, Kanno and Norton (2003) suggest that learners can imagine connections with communities that lie beyond their “real”, local and immediate settings in both spatial and temporal terms and refer to these as “imagined communities”. They suggest that learners can engage in constructing identities in possible, imagined worlds, and their “investment” in this can be a key driving force connected with their motivations and behaviours. The concept of “investment” was introduced in earlier work by Norton (Norton Pierce 1995; Norton 2000) to extend understandings of motivation to explain the experiences of the learners in her study.
Towards an Understanding of Language Learner Self-Concept by Sarah Mercer (auth.)