This edited volume seeks to highlight the effects of self-concept on L2 learning and teaching by considering a wide range of theories as well as their practical application. The book is divided into four sections and includes: chapters discussing various approaches related to self-concept; empirical studies related to the selves of the learners; research from teachers’ perspectives on students' self-concept; and L2 motivational intervention studies associated with the development of self-concept of language learners. The volume contains a collection of studies from around the world (Central Europe, Canada, Asia and Australia) which were carried out using a variety of research methods and have a range of foci including adult and young learners, public and private education, foreign and second language settings, and teacher and learner motivation.

Table of Contents:
Epilogue  1. Kata Csizér and Michael Magid: The Self-concept and Language Learning: An Introduction  Part I: Theories Related to Self-concept  2. Zoltán Dörnyei: Future Self-guides and Vision  3. Maya Sugita McEown, Kimberly A Noels and Kathryn Everhart Chaffee: At the Interface of the Socio-educational Model, Self-determination Theory, and the L2 Motivational Self System Model  4. Sarah Mercer: Reimagining the Self as a Network of Relationships  Part II: Self-concept and Language Learning  5. Kata Csizér and Judit Kormos: The Ideal L2 Self, Self-regulatory Strategies and Autonomous Learning: A Comparison of Different Groups of English Language Learners  6. Tae-Young Kim and Yoon-Kyoung Kim: EFL Students’ L2 Motivational Self System and Self-Regulation: Focusing on Elementary and Junior High School Students in Korea  7. David Lyons: The L2 Self-concept in Second Language Learning Motivation: A Longitudinal Study of Korean University Students  8. Kimberly A Noels, Kathryn Everhart Chaffee, Megan Michalyk and Maya Sugita McEown: Culture, Autonomy and the Self in Language Learning  9. Elke Stracke, Jeremy Jones and Nicolette Bramley: Investigating Adult Migrant ESL Learners’ Language Learning Motivational Profile in Australia: Towards a Bicultural Identity  10. Kay Irie and Damon Brewster: Investing in Experiential Capital: Self-efficacy and Development of Possible Selves  11. Janina Iwaniec: Self-constructs in Language Learning: What is their Role in Self-regulation?  12. Masuko Miyahara: Emerging Self-identities of Second Language Learners: Emotions and the Experiential Profile of Identity Construction  13. Jim King: Fear of the True Self: Social Anxiety and the Silent Behaviour of Japanese Learners of English  14. Zhen Yue: Chinese University Students’ Willingness to Communicate in the L2 Classroom: The Complex and Dynamic Interplay of Self-concept, Future Self-guides and the Sociocultural Context  15. Nihat Polat: The Interaction of the L2 Motivational Self System with Socialisation and Identification Patterns, and L2 Accent Attainment  Part III: Self-concept and Language Teaching  16. Gabriella Mezei: The Effect of Motivational Strategies on Self-related Aspects of Student Motivation and Second Language Learning  17. Yuzo Kimura: ELT Motivation from a Complex Dynamic Systems Theory Perspective: A Longitudinal Case Study of L2 Teacher Motivation in Beijing  Part IV: Intervention Studies  18. Michael Magid: A Motivational Programme for Learners of English: An Application of the L2 Motivational Self System  19. Letty Chan: Effects of an Imagery Training Strategy on Chinese University Students’ Possible Second Language Selves and Learning Experiences  20. Jessica Mackay: An Ideal L2 Self Intervention: Practical Implications in a Spanish EFL Context  21. Michael Magid and Kata Csizér: The Self-concept and Language Learning: Future Research Directions