23.1436, FYI: Call for Chapters: Self-concept & Second Lang Acq

Wed Mar 21 15:52:40 UTC 2012

LINGUIST List: Vol-23-1436. Wed Mar 21 2012. ISSN: 1069 - 4875.

Subject: 23.1436, FYI: Call for Chapters: Self-concept & Second Lang Acq

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Date: Wed, 21 Mar 2012 11:52:35
From: Michael Magid [mmagid at hotmail.com]
Subject: Call for Chapters: Self-concept & Second Lang Acq

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Deadline for abstracts: June 1st 2012)

Title: The Impact of Self-concept on Second Language Acquisition

Editors:
Dr. Kata Csizér (weinkata at yahoo.com) 
and Dr. Michael Magid (mmagid at hotmail.com)

A learner's sense of self has been found to play a key role in academic 
achievement (Pajares & Schunk, 2005) and it may play a more 
significant role in language learning since "language, after all, belongs 
to a person's whole social being; it is a part of one's identity, and is 
used to convey this identity to other people" (Williams & Burden, 1997, 
p. 115). Recently in SLA, scholars have focused on the importance of 
self-concept as a result of Zoltán Dörnyei's L2 Motivation Self System 
which is based on Higgins's (1987) self-discrepancy theory in which an 
L2 learner compares their current self-concept to their self guides 
which are their ideal self and their ought self. Self-concept may be 
"conceptualized in global terms or in respect to specific domains and 
includes both cognitive and affective dimensions" (Mercer, 2011, p. 65)

This edited volume seeks to highlight the effects of self-concept on SLA 
by considering a wide range of theories related to self-concept as well 
as their practical application. Possible areas that may be discussed in 
chapters that will be selected for this volume include (but are not limited 
to):

-The L2 Motivational Self System
-The Self-concept as a complex dynamic system
-L2 Learner beliefs
-Identity
-Willingness to communicate
-L2 linguistic self-confidence and anxiety
-Self-efficacy and self-esteem
-Metacognition

Submissions that adopt mixed methods approaches are especially 
welcome. Potential authors are invited to submit a proposal of around 
500 words to both editors by June 1st 2012. 

Intended Readership: The general interest in L2 motivation and the 
possible practical classroom applications would encourage a wide 
range of readership, especially but not exclusively: researchers in the 
areas of Applied Linguistics, language pedagogy and social 
psychology; pre- and postgraduate students of the above outlined 
fields; language teacher trainers and their trainees in pre-service and 
in-service courses; language policy stakeholders and language 
teachers. We aim to publish this book with Multilingual Matters. 

Biographical Data of the Editors

Kata Csizér graduated from Eötvös Loránd University, School of 
English and American Studies in 1998. She has been teaching English 
since 1998. She holds a PhD in Language Pedagogy. She has been 
working at the Department of English Applied Linguistics, where she 
teaches various L2 motivation courses. Her main field of research 
interest is the socio- psychological aspects of L2 learning and teaching 
as well as second and foreign language motivation. She has published 
over 50 academic papers on various aspects of L2 motivation and has 
co-authored three books, including Motivational dynamics, language 
attitudes and language globalisation: A Hungarian perspective (2006, 
Multilingual-Matters, with Zoltán Dörnyei and Nóra Németh). 

Michael Magid is currently working as 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. He graduated from the 
University of Nottingham and holds a PhD in Applied Linguistics which 
was written under the supervision of  Zoltán Dörnyei. As a part of his 
PhD, Michael designed a programme based on the L2 Motivational Self 
System to motivate learners of English and build their self-confidence. 
His publications are in the areas of L2 motivation, Sociolinguistics, and 
materials development. His most recent publication is entitled 
Motivating English learners by helping them visualise their Ideal L2 
Self: Lessons from two motivational programmes (2011, Innovation in 
Language Learning and Teaching, with Letty Chan). 

Linguistic Field(s): Applied Linguistics
                     Language Acquisition

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