4. Self-Esteem and Self-Concept in Foreign Language Learning

Rubio, Fernando Domínguez

doi:10.21832/9781783091362-005

Cited by 61 publications

(95 citation statements)

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“…More recent research in FL contexts suggests the relationship can be reversed, i.e. that more confident learners seek out intercultural contact, which in turn can improve L2 attitudes and lead to The more general construct of 'self-esteem' (the overall estimation of one's worth as an individual) has a quite different history in L2 education (Rubio 2014). The threat that L2 learning can bring to a person's self-esteem (e.g.…”

Section: L2 Self-confidence and Self-esteemmentioning

confidence: 99%

The motivational dimension of language teaching

2017

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Motivation is recognized as a vital component in successful second language learning, and has been the subject of intensive research in recent decades. This review focuses on a growing branch of this research effort, that which examines the motivational effects of language teaching. This is pertinent because, despite enhanced mobility and expanding access to foreign languages online, most learners' early encounters with the second language (L2) still take place in classrooms, and these encounters may shape attitudes and determine students' willingness to invest further in the L2. Four main types of research are reviewed: first, that which deliberately seeks to identify and evaluate strategies to motivate L2 learners; second, that which has tested the validity of psychological theories of motivation by applying their precepts in L2 classrooms; third, that which assesses the motivational effects of a pedagogical innovation or intervention; fourth, research on what has been too often the unintended outcome of language education, namely learner demotivation. The review highlights the complexity of the relationship between teaching and learner motivation but an attempt is made to articulate some emerging verities and to point towards the most promising avenues for future research.

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Section: L2 Self-confidence and Self-esteemmentioning

confidence: 99%

The motivational dimension of language teaching

2017

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“…When advanced language learners with low self-esteem come to be language teachers, the experiences offered by them to their students, may possibly get limited due their low level of self-esteem. Rubio (2007) supports the encouragement of positive self-esteem in language classrooms. He suggests language counseling for successful second language acquisition to learners who can visit a counselor throughout any phase of their language acquisition either initial stage, or the finale point of their language studies.…”

Section: Literature Reviewmentioning

confidence: 60%

“…3; levels of different types of self-esteem. Rubio's (2007) offers a wealth of discussion about various closely related affective variables including self-esteem, self-concept, self-image, self-confidence, anxiety, willingness to communicate, language ego and integrative motivation in the history language learning and pedagogy. Negative behaviour stimulates learner's low expectations and every failure is seen by them as a confirmation of their low expectations and previous negative perceived self.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Ideal L 2 Self is a powerful motivator in second language learning. Throwing light upon all these valuable studies, Rubio (2007) emphasis that focusing our attention on learners' self-esteem in a language class room may contribute to direct learners' energy towards productive language acquisition which they in particular circumstances consume in nonproductive identity beliefs making them divert from learning tasks and opportunities.…”

Section: Literature Reviewmentioning

confidence: 99%

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Impact of ESL Learners’ Self-Esteem on Their Oral Proficiency

Mandokhail¹,

Khan²,

Malghani³

2018

IJEL

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This study attempted to investigate the relationship between ESL learners' Oral proficiency and their level of Self-esteem. The sample consisted of 30 students of Master studying English language at SBK Women's University Quetta Baluchistan. The data were gathered through two instruments: Rubric for ESL Oral Proficiency along with voice recording and the Rosenberg (1965) Self-esteem Scale. The technique applied was non participant controlled observation. To determine the relationship between ESL learners' Oral proficiency and their level of Self-esteem, correlational analysis was employed quantitatively. The findings revealed a significant positive relationship between the two variables and asserted Krashen's Affective Filter Hypothesis that an imaginary barrier of affective factors in learner prevents the learner from acquiring the target language.

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“…Self-esteem has crucial influence on a person's life. Rubio (2007) believes that when there is very weak self-esteem, this may even require clinical treatment. Tracey (2006) points out that making changes in the feeling of a person who suffers low self-esteem, and preventing him from his negative feelings is worthless.…”

Section: Review Of the Literaturementioning

confidence: 99%