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Understanding Self-Concept in the FLL Context

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Towards an Understanding of Language Learner Self-Concept

Part of the book series: Educational Linguistics ((EDUL,volume 12))

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Abstract

This chapter considers the findings from the analysis of the data in this study in respect to how self-concept appears to function in the FL domain and how this compares to the existent literature. It focuses primarily on the case study participant’s EFL self-concept and explores how this learner’s various FL-related self-concepts interconnect and vary across contexts. The other data sources are also examined and reveal the ways in which self-concept may be subject to variation across learners and contexts. The chapter concludes by proposing a network-based model of self-concept to describe the characteristics of the FL self-concepts emerging from the analysis of these specific data.

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Notes

  1. 1.

    I will normally refer just to the original Marsh and Shavelson (1985) model in my analysis, given that it serves as the dominant, key model in the field and forms the fundamental basis for the revised, elaborated version of the model in Marsh et al. (1988). However, if a particular aspect of the latter is relevant to the findings, this will be referred to as well.

  2. 2.

    See: http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf (p. 24). Accessed 21 May 2010.

  3. 3.

    J = Joana; S = Sarah (Researcher). For an explanation of referencing conventions used throughout this book, see Appendix F.

  4. 4.

    ‘Friend’ added for clarity.

  5. 5.

    An informal weekly gathering in a pub where only English is spoken and a mixture of native and non-native speakers attend.

  6. 6.

    (Foreign) inserted for clarity.

  7. 7.

    Gymnasium = Grammar school.

  8. 8.

    AAC – Anglo-Austrian Circle which organises the weekly informal get together (Stammtisch) where non-native and native speakers meet.

  9. 9.

    An Irish pub many native speakers regularly visit.

  10. 10.

    Note: the term skill domain is understood in this study as an area of language and includes the “skill” areas of reading, writing, speaking, listening, vocabulary, grammar and pronunciation.

  11. 11.

    Grade “D” is the pass mark. Grade “E” is a fail.

  12. 12.

    Reproduced with kind permission from the Journal of Educational Psychology.

  13. 13.

    The figure was prepared with the kind help of Karl Gruber using the programme PyMOL (http://www.pymol.org)

    • Key: EFL = English as a Foreign Language Self-Concept

    • IFL = Italian as a Foreign Language Self-Concept

    • ASC = Academic Self-Concept

    • FLSC = Foreign Languages Self-Concept

    • PSC = Physical Self-Concept

    • LSC = General Languages Self-Concept

    • L1 = Mother Tongue (German) Self-Concept

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Authors and Affiliations

  1. Department of English, University of Graz, Heinrichstr. 36, 8010, Graz, Austria

    Sarah Mercer

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  1. Sarah Mercer
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Correspondence to Sarah Mercer .

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Mercer, S. (2011). Understanding Self-Concept in the FLL Context. In: Towards an Understanding of Language Learner Self-Concept. Educational Linguistics, vol 12. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9569-5_3

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