The Internalisation of Language Learning into the Self and Social Identity

Motivation, Language Identity and the L2 Self

Volumn , Issue , 2009, Pages 295-313

  Noels, Kimberly A ^a  

^a UNIVERSITY OF ALBERTA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85125355252     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (54)

1. Aoki, N. (1999) Affect and the role of teachers in the development of learner autonomy. In J. Arnold (ed.) Affect in Language Learning (pp. 142-154). Cambridge: Cambridge University Press.
2. Aoki, N. and Smith, R.C. (1999) Autonomy in cultural context: The case of Japan. In S. Cotterall and D. Crabbe (eds) Learner Autonomy in Language Learning:Defining the Field and Effecting Change (pp. 19-28). Frankfurt am Main: Lang.
3. Benson, P. (1997) The philosophy and politics of learner autonomy. In P. Benson and P. Voller (eds) Autonomy and Independence in Language Learning (pp. 18-34). London: Longman.
4. Benson, P. (2006) Autonomy and its role in learning. In J. Cummins and C. Davison (eds) The International Handbook of English Language Teaching (pp. 733-745). Norwell, MA: Springer.
5. Benson, P. (2007) Autonomy in language teaching and learning. Language Teaching 40 (1), 21-40.
6. Clément, R. and Kruidenier, B.G. (1983) Orientation in second language acquisition: I. The effects of ethnicity, milieu, and target language on their emergence. Language Learning 33 (2), 273-291.
7. Clément, R., Noels, K.A. and MacIntyre, P. (2007) Three variations on the social psychology of bilingualism: Context effects in motivation, usage and identity. In A. Weatherall, B. Watson and C. Gallois (eds) Language, Discourse and Social Psychology (pp. 51-77). Basingtoke: Palgrave Macmillan.
8. Csizér, K. and Dörnyei, Z. (2005a) The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal 89 (1), 19-36.
9. Csizér, K. and Dörnyei, Z. (2005b) Language learners’ motivational profiles and their motivated learning behavior. Language Learning 55 (4), 613-659.
10. Deci, E.L. and Ryan, R.M. (1985) Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum.
11. Deci, E.L. and Ryan, R.M. (2002) Handbook of Self-Determination Research. Rochester, NY: University of Rochester Press.
12. Dörnyei, Z. (2005) The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.
13. Dworkin, G. (1988) The Theory and Practice of Autonomy. Cambridge: Cambridge University Press.
14. Farmer, R. (1994) The limits of learner independence in Hong Kong. In D. Gardner and L. Miller (eds) Directions in Self-Access Language Learning (pp. 13-27). Hong Kong: Hong Kong University Press.
15. Freire, P. (1983) Pedagogy of the Oppressed. New York: Continuum.
16. Gardner, R.C. (1985) Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.
17. Goldberg, E. and Noels, K.A. (2006) Motivation, ethnic identity and postsecondary education language choices of graduates of intensive French language programs. Canadian Modern Language Review 62 (3), 423-47.
18. Grolnick, W.S., Deci, E.L. and Ryan, R.M. (1997) Internalization within the family:The self-determination theory perspective. In J.E. Grusec and L. Kuczynski (eds) Parenting and Children’s Internalization of Values: A Handbook of Contemporary Theory (pp. 135-161). New York: Wiley.
19. Haberman, S.J. (1978) Analysis of Qualitative Data: Vol. 1 Introductory Topic. New York: Academic Press.
20. Higgins, E.T. (1987) Self-discrepancy: A theory relating self and affect. Psychological Review 94, 319-340.
21. Ho, J. and Crookall, D. (1995) Breaking with Chinese cultural traditions: Learner autonomy in English language teaching. System 23 (2), 235-243.
22. Horney, K. (1950) Neurosis and Human Growth. New York: Norton.
23. Jones, J.F. (1995) Self-access and culture: Retreating from autonomy. ELT Journal 49 (3), 228-234.
24. Koestner, R. and Losier, G.F. (2002) Distinguishing three ways of being highly motivated: A closer look at introjection, identification, and intrinsic motivation. In E.L. Deci and R.M. Ryan (eds) Handbook of Self-Determination Research (pp. 101-121). Rochester, NY: University of Rochester Press.
25. Landry, R., Allard, R., Deveau, K. and Bourgeois, N. (2005) Autodétermination du comportement langagier en milieu minoritaire: Un mode`le conceptual. Francophonies d’Amerique 20, 62-79.
26. Littlewood, W. (1996) ‘Autonomy’: An anatomy and a framework. System 24, 427-435.
27. Littlewood, W. (1999) Defining and developing autonomy in East Asian contexts. Applied Linguistics 20, 71-94.
28. Markus, H. and Nurius, P. (1986) Possible selves. American Psychologist 41, 954-969.
29. Noels, K.A. (2001a) New orientations in language learning motivation: Towards a model of intrinsic, extrinsic and integrative orientations. In Z. Dörnyei and R. Schmidt (eds) Motivation and Second Language Acquisition (pp. 43-68). Honolulu, HI: University of Hawaii Press.
30. Noels, K.A. (2001b) Learning Spanish as a second language: Students’ orientations and perceptions of teachers’ communicative style. Language Learning 51, 107-144.
31. Noels, K.A. (2005) Orientations to learning German: Heritage background and motivational processes. Canadian Modern Language Review 62, 285-312.
32. Noels, K.A. (2007) Identity and the internalization of language learning into the self-concept. Paper presented in the Invited Colloquium Individual Differences, Language Identity and the L2 Self, AAAL Annual Convention, Costa Mesa, April 20-25.
33. Noels, K.A., Clément, R. and Pelletier, L. (2001) Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. Canadian Modern Language Review 57, 424-442.
34. Noels, K.A. and Giles, H. (in press) Social identity and second language acquisition. In T.K. Bhatia and W.C. Ritchie (eds) New Handbook of Second Language Acquisition. Leeds: Emerald.
35. Noels, K.A., Pelletier, L. and Clément, R. (1999) Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. Modern Language Journal 82, 545-562.
36. Noels, K.A., Pelletier, L., Clément, R. and Vallerand, R.J. (2000) Why are you learning a second language? Orientations and self-determination theory. Language Learning 50, 57-85.
37. Noels, K.A. and Saumure, K.D. (submitted) Motivation for learning German as a heritage vs. foreign language: A self-determination perspective on the role of the social context in supporting learner motivation.
38. Noels, K.A., Saumure, K.D., Adrian-Taylor, S., Johns, K. and Chu, J. (in preparation) A content analytic comparison of the importance of the social context for the motivation of heritage, second and ESL learners.
39. Norton, B. (2000) Identity and Language Learning: Gender, Ethnicity and Educational Change. Harlow: Longman/Pearson Education.
40. Norton, B. (2007) Personal communication, April.
41. Oxford, R.L. (2003) Toward a more systematic model of L2 learner autonomy. In D. Palfreyman and R.C. Smith (eds) Learner Autonomy Across Cultures:Language Education Perspectives (pp. 75-91). Basingstoke: Palgrave Macmillan.
42. Reinders, H. (2007) http://www.hayo.nl/autonomybibliography.php. Retrieved November 1, 2007.
43. Riley, P. (1988) The ethnography of autonomy. In A. Brookes and P. Grundy (eds) Individualization and Autonomy in Language Learning. London: Modern English Publications in Association with the British Council.
44. Ryan, R.M. and Deci, E.L. (2002) An overview of self-determination theory. In E.L. Deci and R.M. Ryan (eds) Handbook of Self-Determination Research (pp. 3-33). Rochester, NY: University of Rochester Press.
45. Ryan, R.M. and Deci, E.L. (2003) On assimilating identities to the self: A selfdetermination theory perspective on internalization and integrity within cultures. In M.R. Leary and J.P. Tangney (eds) Handbook on Self and Identity (pp. 253-274). New York: The Guilford Press.
46. Ryan, R.M. and Deci, E.L. (2004) Autonomy is no illusion: Self-determination theory and the empirical study of authenticity, awareness, and will. In J. Greenberg, S.L. Koole and T. Pyszczynski (eds) Handbook of Experimental Existential Psychology (pp. 449-479). New York: Guilford Press.
47. Ryan, R.M. and Deci, E.L. (2006) Self-regulation and the problem of human autonomy: Does psychology need choice, self-determination, and will? Journal of Personality 74, 1557-1586.
48. Ryan, R.M., Huta, V. and Deci, E.L. (2008) Living well: A self-determination theory perspective on eudaimonia. Journal of Happiness Studies 9 (1), 139-170.
49. Ryan, R.M. and Powelson, C.L. (1991) Autonomy and relatedness as fundamental to motivation and education. Journal of Experimental Education 60, 49-66.
50. Ryan, R.M. and Solky, J.A. (1997) What is supportive about social support? On the psychological needs for autonomy and relatedness. In G.R. Pierce and B.R. Sarason (eds) Handbook of Social Support and the Family (pp. 249-267). New York: Plenum.
51. Thomas, G. (1997) What’s the use of theory? Harvard Educational Review 67, 75-104.
52. Ushioda, E. (2003) Motivation as a socially mediated process. In D. Little, J. Ridley and E. Ushioda (eds) Learner Autonomy in the Foreign Language Classroom:Teacher, Learner, Curriculum and Assessment (pp. 90-102). Dublin: Authentik.
53. Ushioda, E. (2006) Motivation, autonomy and sociocultural theory. In P. Benson (ed.) Learner Autonomy 8: Teacher and Learner Perspectives (pp. 5-24). Dublin:Authentik.
54. Yang, N.D. (1998) Exploring a new role for teachers: Promoting learner autonomy. System 26, 127-135.