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El. knyga: Role of Self-Esteem in Foreign Language Learning and Teaching

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This book demonstrates how foreign language self-esteem (FLSE) affects foreign language (L2) learning and teaching, and how it fluctuates with growing proficiency. Further, it explains the interaction between FLSE and a range of factors of recognized importance in second language acquisition (SLA). The theoretical part of the book presents the main pillars of self-esteem as well as its notable influence on psychological functioning and learning, with special emphasis being placed on L2 learning. In turn, the empirical part presents the findings of a study that explored the trajectory and behavioural outcomes of FLSE across three stages of education. The book closes by outlining future research directions, as well as some pedagogical implications. In particular, the findings of the study can be employed in teaching English as a foreign or second language by helping instructors understand the significance of learners’ individual differences.

1 Psychological and Pedagogical Background of Self-esteem
1(46)
1.1 Cognition and Affect as Inextricable Components of Learning
2(2)
1.2 The Importance of the Affective Domain in General Functioning, Education and Second Language Acquisition
4(4)
1.2.1 Psychological Functioning
4(1)
1.2.2 Education
4(1)
1.2.3 Second Language Acquisition (SLA)
5(3)
1.3 Self and Self-related Concepts
8(20)
1.3.1 Self-esteem from the Historical Perspective
9(1)
1.3.2 The Typology of Self-esteem
10(1)
1.3.3 Other Typologies of Self-esteem
11(4)
1.3.4 The Antecedents of Self-esteem
15(6)
1.3.5 Other Self-related Constructs: Self-concept and Self-efficacy
21(7)
1.4 Self-esteem Development Across the Life Span
28(2)
1.4.1 Childhood
28(1)
1.4.2 Adolescence
28(2)
1.4.3 Adulthood
30(1)
1.4.4 Old Age
30(1)
1.5 Self-esteem and Gender
30(1)
1.6 Self-esteem and Culture
31(5)
1.6.1 The Individualist and Collectivist Cultural Context
31(2)
1.6.2 Meritocratic and Ego-Protective Educational Culture
33(1)
1.6.3 The Position of Poland Along the Individualist-Collectivist Continuum
34(1)
1.6.4 Global and Ethnic Self-esteem
35(1)
1.7 The Role of Self-esteem
36(2)
1.7.1 Self-esteem and Psychological Functioning
36(2)
1.8 Self-esteem and Learning
38(2)
1.9 Self-esteem and Language Learning
40(7)
2 A Review of Selected Empirical Research on Self-esteem
47(30)
2.1 Assessing Self-esteem
48(1)
2.2 Methodological Diversity in Self-esteem Studies
49(6)
2.2.1 The Most Popular Measures of Self-esteem
51(3)
2.2.2 The Issue of Validity in Researching Self-esteem Revisited
54(1)
2.3 The Role of Self-esteem in Psychological Functioning
55(6)
2.3.1 Participation in Social Groups and Likeability
55(2)
2.3.2 Conformity and Leadership
57(1)
2.3.3 Creativity
57(1)
2.3.4 Antisocial Behaviour
58(3)
2.4 Self-esteem and Learning
61(4)
2.5 Self-esteem and Learning a Foreign Language
65(12)
2.5.1 Self-esteem and Performance in FL
69(8)
3 Research Methodology and Results
77(38)
3.1 Rationale for the Study
77(6)
3.2 Method
83(9)
3.2.1 Participants
83(4)
3.2.2 Instruments
87(3)
3.2.3 Procedure
90(1)
3.2.4 Analyses
91(1)
3.3 Results
92(19)
3.3.1 Quantitative Findings
92(15)
3.3.2 Qualitative Findings
107(4)
3.4 Limitations of the Study
111(4)
4 Discussion
115(26)
4.1 Foreign Language Self-esteem and the Level of Proficiency
115(5)
4.2 Correlates and Predictors of Foreign Language Self-esteem
120(12)
4.2.1 Demography-Related Correlates of Foreign Language Self-esteem
121(3)
4.2.2 Educational Correlates of Foreign Language Self-esteem
124(2)
4.2.3 Personal Correlates and Predictors of FLSE
126(6)
4.3 Students with High and Low FLSE
132(9)
4.3.1 The Characteristics of Students with High FLSE
132(3)
4.3.2 The Characteristics of Students with Low FLSE
135(6)
5 Conclusions and Implications for the EFL Classroom
141(12)
5.1 The Purpose of the Book
141(3)
5.2 Recommendations for Further Research
144(3)
5.3 Implications for the EFL Classrooms
147(6)
Appendix A 153(2)
Appendix B 155(4)
References 159
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