By E. V. Gordon, A. R. Taylor
The 1st variation of this common paintings was once released in 1927 and has been reprinted a number of instances. This moment variation has been revised and reset and the saga Hrafnkels saga freysgooa is now incorporated in its entirety. The paintings is now on hand for the 1st time in paperback.
"This is a superlative textbook for the instructing of previous Icelandic (language and literature)."--R. Mark Scowscroft, Catholic college of America
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Additional info for An Introduction to Old Norse (2nd Edition)
Their findings suggest that a single verbal self-concept construct could not adequately represent multilingual students and they propose distinct self-concepts for each language. Whilst this confirms the multifaceted nature of self-concept, it also suggests that you cannot infer a person’s self-concept in one language by examining their self-concept in another language, and thus research needs to be language-specific to account for these differing distinct self-concepts for each language. Focusing on English as a Foreign Language (EFL) learner self-concept, Lau et al.
Self-concept is concerned more with the inner psychological sense of self in a particular domain, rather than with the interplay of this with a particular socio-cultural context or community of practice. 1 Understanding Self-Concept 19 Self-Concept Identity which focuses on relationship of self to specific context Identity Includes cognitive and affective beliefs: -Self-efficacy -Competence beliefs of linguistic L2 self-confidence -Self-related person knowledge Core sense of self which an individual takes with them across contexts–influences and is influenced by contexts and interactions Fig.
1998) propose a hypothetical pyramid model for WTC that incorporates a range of variables in increasing layers of situation-specificity including L2 linguistic self-confidence which the authors consider to be one of the most immediate determinants of a learner’s WTC. An interesting dimension to more recent studies into WTC (Cao and Philp 2006; Kang 2005) has been a shift in research methodologies, which have moved away from single-point, quantitative studies to more socially situated studies. These tend to collect data from a range of sources and over a period of time and recognise the dynamic and socially situated nature of learners’ self-perceptions (de Saint Léger and Storch 2009).
An Introduction to Old Norse (2nd Edition) by E. V. Gordon, A. R. Taylor