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Implications for Educators and Researchers

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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

The final chapter considers the implications of the findings of this study and the examination of the relevant existing literature for both educators and researchers in the field. It begins by exploring how educators can encourage language learners to develop positive but realistic FL self-concepts. The potential implications and further questions for research into the self-concept in the domain of FLL are then discussed. Finally, the chapter concludes with some personal reflections on the experience of having undertaken this programme of research and having written this book, in particular the awareness it brought of the complexity surrounding language learner psychology.

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Notes

  1. 1.

    For practical ideas on developing group dynamics see Dörnyei and Murphey (2003).

  2. 2.

    Cf. Häussler and Hoffmann (2002) who offer suggestions for interventions to enhance girls’ physics self-concept

  3. 3.

    This is not intended to suggest that language learning is distinct to using the language. Based on the principles of learning by doing, the two are clearly interlinked. However, it is possible that in typical language learning contexts, different interlocutors, demands, expectations and frames of reference may be called forth compared to language use contexts. Thus, these differing contexts and purposes of language encounter may lead to differences and variation in the specific FL 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). Implications for Educators and Researchers. 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_7

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