Further Exploring the Dynamicity, Situatedness, and Emergence of the Self: The Key Role of Context

Autor/in	Serafini, Ellen J.
Titel	Further Exploring the Dynamicity, Situatedness, and Emergence of the Self: The Key Role of Context
Quelle	In: Studies in Second Language Learning and Teaching, 10 (2020) 1, S.133-157 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Serafini, Ellen J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Self Concept; Second Language Learning; Systems Approach; Learning Motivation; Student Attitudes; Language Attitudes; Sociocultural Patterns; Context Effect; Second Language Instruction; Multilingualism; Correlation; Longitudinal Studies; Case Studies; Language Usage + Suchen Sie Ihr Suchwort? Selbstkonzept; Zweitsprachenerwerb; Systemischer Ansatz; Motivation for studies; Lernmotivation; Schülerverhalten; Sprachverhalten; Soziokulturelle Theorie; Fremdsprachenunterricht; Mehrsprachigkeit; Multilingualismus; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Sprachgebrauch
Abstract	Drawing on theoretical insights from a complex dynamic systems framework, this work explores the ways that learner selves, as they relate to learning and using languages, manifest across different contexts and timescales and emerge in interaction with various factors. First, a broad overview of dynamically-oriented L2 motivation research is provided before critically considering the need for research that aligns with conceptual advances made under the dynamic turn in SLA. In particular, this critical overview highlights a crucial need for more research employing dynamic methods capable of revealing how learner perceptions of self emerge in relation to their interlocutors and in interaction with external factors, including language ideologies that may uniquely characterize sociocultural contexts where target languages other than English are learned. The chapter concludes by discussing ways to implement dynamically oriented methodology that can provide much needed insights into the inherent dynamic, emergent, and contextually and socially embedded nature of learner selves. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01