The Impact of Self-Concept on Language Learning

Emerging research suggests that self-concept plays an important role in second language (L2) learning. This volume brings together researchers from a variety of backgrounds to explore theories and practical applications of self-concept and L2 learning. Studies come from around the world, including Central Europe, Asia and Australia, and rely on different research methods, age groups and settings to fully elucidate the role of self-concept on success in learning a second language. Articles are presented in four sections: theories of self-concept; the relationship between self-concept and language learning; understanding student’s self-concept from a teacher’s perspective; and intervention studies. Distributed in the US by UTP Distribution. Annotation c2014 Ringgold, Inc., Portland, OR (protoview.com)

Kata Csizer is a Lecturer in the Department of English Applied Linguistics, Eotvos University, Budapest, Hungary where she teaches various L2 motivation courses. Her main research focuses on the socio-psychological aspects of L2 learning and teaching as well as second and foreign language motivation.
Michael Magid is 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.