Identity, motivation and autonomy

a tale of two cities

Alice Chik*, Stephan Breidbach

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

14 Citations (Scopus)

Abstract

Students majoring in English or taking a degree course in foreign
language education in English in most cases are successful language
learners themselves. Students generally enter tertiary education with a
sound knowledge of English. In general, a fairly high degree of language
competence is required on entry to most European and Asian universities
for studying English. However, looking at the issue from the point of
language learning autonomy and language learning awareness, a number
of questions can be raised: When the learners possess a high level of
proficiency, is it related to their level of learner autonomy and awareness?
Are the students more motivated to learn because they are more aware of
their learning and more autonomous in making language learning
decisions for themselves?
Original languageEnglish
Title of host publicationIdentity, motivation and autonomy in language learning
EditorsGarold Murray, Xuesong (Andy) Gao, Terry Lamb
Place of PublicationBristol, United Kingdom
PublisherMULTILINGUAL MATTERS LTD
Pages145-159
Number of pages15
ISBN (Print)9781847693723
Publication statusPublished - 2011
Externally publishedYes

Publication series

NameSecond Language Acquisition
PublisherMULTILINGUAL MATTERS LTD
Volume54

Keywords

  • ESL STUDENTS
  • POP CULTURE
  • LANGUAGE
  • LITERACY

Cite this

Chik, A., & Breidbach, S. (2011). Identity, motivation and autonomy: a tale of two cities. In G. Murray, X. A. Gao, & T. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp. 145-159). (Second Language Acquisition; Vol. 54). Bristol, United Kingdom: MULTILINGUAL MATTERS LTD.