The dynamic interplay between context and the language learner / edited by Jim King, University of Leicester, UK.

Includes indexes.

Includes bibliographical references and indexes.

Machine generated contents note: -- Foreword; Diane Larsen-Freeman -- 1. Introduction to the Dynamic Interplay between Context and the Language Learner; Jim King -- 2. The Contexts Within Me L2 Self as a Complex Dynamic System; Sarah Mercer -- 3. The Dynamic Interplay of the Ideal Self, Mental Imagery and Context A Language Learner's Journey of Success; Letty Chan -- 4. Past Selves Emerging Motivational Guides across Temporal Contexts; Joseph Falout -- 5. When the Learner becomes the Context Strategic Identity Display in Learning English as a Foreign Language in Europe; Florentina Taylor and Vera Busse -- 6. The Context-sensitivity of Self-concept and Willingness to Communicate in the Chinese EFL Classroom A Case Study; Jian-E Peng -- 7. Talk and Silence in an EFL Classroom Interplay of Learners and Context; Tomoko Yashima, Maiko Ikeda and Satomi Nakahira -- 8. Classroom Silence and the Dynamic Interplay between Context and the Language Learner A Stimulated Recall Study; Jim King -- 9. The Dynamic Interplay between Language and Social Context in the Language Classroom Interpersonal Turn Taking for ELF Learners; Michael Handford -- 10. A Dynamic Perspective on Student Language Teachers' Different Learning Pathways in a Collaborative Context; Agneta Svalberg and Jim Askham -- 11. Language Learning in Context Complex Dynamic Systems and the Role of Mixed Methods Research; Alex Gilmore -- 12. Context and Inference in Language Testing; Glenn Fulcher.

"Traditionally dominant approaches in applied linguistics have tended to emphasise cognitive aspects of second language acquisition, and have placed the language learner as being largely independent from the context. This volume offers a timely challenge to this notion by bringing together a state-of-the-art collection of chapters which acknowledge that learner characteristics and behaviour are in fact dynamic and can be influenced by a multitude of competing temporal and situational factors. An international team of scholars (based in Austria, China, Germany, Hong Kong, Japan, the United Kingdom and the United States) specialising in a range of language learning-related disciplines contribute cutting edge conceptual papers and data-based studies, making this book essential reading for graduate students, researchers and second language practitioners with an interest in psychological and social aspects of language learning. Chapter authors include Jim Askham, Vera Busse, Letty Chan, Joseph Falout, Glenn Fulcher, Alex Gilmore, Michael Handford, Maiko Ikeda, Jim King, Sarah Mercer, Satomi Nakahira, Jian-E Peng, Agneta Svalberg, Florentina Taylor and Tomoko Yashima. Diane Larsen-Freeman's Foreword sets the scene"--