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...

Descripción completa

Detalles Bibliográficos
Autor: Waddington, Julie
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)
id ES_ccd679c19eb08d27e0b299ba5fe5c280
oai_identifier_str oai:recercat.cat:10256/17737
network_acronym_str ES
network_name_str España
repository_id_str
spelling Developing primary school students’ foreign language learner self-conceptWaddington, JulieLlengües modernes -- EnsenyamentLanguages, Modern -- Study and teachingLlengües modernes -- Educació primàriaLanguages, Modern -- Study and teaching (Primary)Llengua segona -- Adquisició -- Educació primàriaSecond language acquisition -- Study and teaching (Primary)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 towElsevierinfo2019info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionpeer-reviewedapplication/pdfhttp://hdl.handle.net/10256/17737http://hdl.handle.net/10256/17737© System, 2019, vol. 82, p. 39-49Articles publicats (D-DE)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)Inglésinfo:eu-repo/semantics/altIdentifier/doi/10.1016/j.system.2019.02.012info:eu-repo/semantics/altIdentifier/issn/0346-251XTots els drets reservatsinfo:eu-repo/semantics/openAccessoai:recercat.cat:10256/177372026-05-29T05:05:01Z
dc.title.none.fl_str_mv Developing primary school students’ foreign language learner self-concept
title Developing primary school students’ foreign language learner self-concept
spellingShingle Developing primary school students’ foreign language learner self-concept
Waddington, Julie
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)
title_short Developing primary school students’ foreign language learner self-concept
title_full Developing primary school students’ foreign language learner self-concept
title_fullStr Developing primary school students’ foreign language learner self-concept
title_full_unstemmed Developing primary school students’ foreign language learner self-concept
title_sort Developing primary school students’ foreign language learner self-concept
dc.creator.none.fl_str_mv Waddington, Julie
author Waddington, Julie
author_facet Waddington, Julie
author_role author
dc.subject.none.fl_str_mv 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)
topic 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)
description 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
publishDate 2019
dc.date.none.fl_str_mv 2019
info
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
peer-reviewed
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10256/17737
http://hdl.handle.net/10256/17737
url http://hdl.handle.net/10256/17737
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.1016/j.system.2019.02.012
info:eu-repo/semantics/altIdentifier/issn/0346-251X
dc.rights.none.fl_str_mv Tots els drets reservats
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Tots els drets reservats
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv © System, 2019, vol. 82, p. 39-49
Articles publicats (D-DE)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869419755851481088
score 15.812429

Similares en LA Referencia