Developing primary school students’ foreign language learner self-concept
The experimental study presented in this paper explores the emergence and development of foreign language learner self-concepts in young learners. The study was conducted in the linguistically rich yet politically complex context of Catalonia, in a rural primary school. Within an action research fra...
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| Tipo de recurso: | artículo |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/17737 |
| Acceso en línea: | http://hdl.handle.net/10256/17737 |
| Access Level: | acceso abierto |
| Palabra clave: | Llengües modernes -- Ensenyament Languages, Modern -- Study and teaching Llengües modernes -- Educació primària Languages, Modern -- Study and teaching (Primary) Llengua segona -- Adquisició -- Educació primària Second language acquisition -- Study and teaching (Primary) |
| Sumario: | The experimental study presented in this paper explores the emergence and development of foreign language learner self-concepts in young learners. The study was conducted in the linguistically rich yet politically complex context of Catalonia, in a rural primary school. Within an action research framework, the study focused on self-efficacy beliefs and learner attributions and set out to address two principal research questions: i) To what do young language learners attribute their self-efficacy in the domain of foreign language learning? ii) How do these attributions affect their foreign language learner self-concept? Results showed strong causal links between learner attributions, self-efficacy levels, and emerging self-concepts. They also highlighted debilitating attributions which may be impeding the emergence of positive foreign language self-concepts. The pedagogical implications of these findings are discussed, as well as the need to distinguish between subject-based self-concept (e.g. language self-concept or mathematics self-concept) and subject-specific learner self-concept. A spectrum of foreign language learner positions is proposed as a pedagogical tool to identify learner positions as a step tow |
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