Dear colleagues and friends,
On behalf of the organizing committee, I am delighted to invite you to the 8th CLS International Conference CLaSIC 2018 to be held at the National University of Singapore from 6th to 8th December 2018. The theme of the conference will be Motivation, Identity and Autonomy in Foreign Language Education.
We are honoured to have the following academics as our keynote speakers:
1. Phil Benson (Macquarie University, Australia)
2. Kata Csizer (Eötvös Loránd University, Hungary)
3. Kimberly Noels (University of Alberta, Canada)
4. Xiaohong Sharon Wen (University of Houston, USA)
To those who have attended CLaSIC before, we look forward to welcoming you back. To new participants, you are most welcome to join our CLaSIC family of Foreign Language Education specialists. We hope to see you all here in December!
(Click here for biodata)
Macquarie University, Australia
Eötvös Loránd University, Hungary
University of Alberta, Canada
University of South Australia
Motivation, Identity and Autonomy in Foreign Language Education
Motivation, identity and autonomy play important roles in the language learning process. Motivation can be of different types, nature (intrinsic vs. extrinsic) and levels (or strengths), some of which are more significant for effective language learning, than others. Identity refers to the dynamic representations of self that a language learner adopts, constructs, maintains or negotiate, in relation to his social, cultural and political contexts. Autonomy in learning is the active involvement in and willingness to take charge of one’s learning as well as the capability to do so.
What are the interrelations between the motivation, identity and autonomy? What is the impact on motivation when language learners are encouraged to speak of themselves, and to express and engage their own identities through the language? At the same time, it is well established that motivation has an influence on the autonomy of language learners, but what is the nature of this influence and to what extent are these two notions linked? Next, how and to what extent does enabling foreign language learners to ‘speak as themselves’ in the target language with their own identities promote language learner autonomy? Or can identity be seen as a goal or product of autonomous learning?
The Organising Committee thus invites proposals for paper and poster presentations on related to the conference theme:
Click here to submit your proposal online.