A Possible Self Program for the Foreign Language Class

In this dissertation, I present social-cognitive frameworks that support the use of mental imagery for possible self enhancement; and articulate and evaluate a pedagogical intervention designed for the foreign language class. This intervention will allow students to explore and develop prominent and vivid mental representations (self-schemas) of their L2 possible selves (L2 referring to foreign, second language) using guided mental simulation, also called task-guided imagery. The desired aim of this intervention is to help activate students’ social cognitive repository in order to elaborate the foreign language part of their self-schemas and thereby increase their L2 competency beliefs and their desire and effort to continue learning a foreign language.

Author dc:creator

• Farrell, Ginger H

Advisor dc:contributor.advisor

• Nurius, Paula

• foreign language learning
• motivational intensity
• perceived competence
• possible self
• self-efficacy
• task-guided imagery
• Foreign language education
• Cognitive psychology
• Curriculum development

Statement dc:rights

• none

Language dc:language.iso

en_US

Handle dc:identifier.uri

https://hdl.handle.net/1773/52061

OAI identifier oai:identifier

oai:digital.lib.washington.edu:1773/52061