Dynamic Interplay between Context and the Language Learner

Jim Askham, University of Leicester, UKVera Busse, Carl von Ossietzky University, GermanyLetty Chan, Hong Kong Shue Yan UniversityJoseph Falout, Nihon University, JapanGlenn Fulcher, University of Leicester, UKAlex Gilmore, University of Tokyo, JapanMichael Handford, University of Tokyo, JapanMaiko Ikeda, Kansai University, JapanJim King, University of Leicester, UKDiane Larsen-Freeman, University of Michigan, Ann Arbor, USASarah Mercer, University of Graz, Austria Satomi Nakahira, Kansai University, JapanJian-E Peng, Shantou University, ChinaAgneta Svalberg, University of Leicester, UKFlorentina Taylor, University of Greenwich, LondonTomoko Yashima, Kansai University, Japan

• Foreword; Diane Larsen-Freeman 1. Introduction to the Dynamic Interplay between Context and the Language Learner; Jim King 2. The Contexts Within Me: L2 Self as a Complex Dynamic System; Sarah Mercer 3. The Dynamic Interplay of the Ideal Self, Mental Imagery and Context: A Language Learner's Journey of Success; Letty Chan 4. Past Selves: Emerging Motivational Guides across Temporal Contexts; Joseph Falout 5. When the Learner becomes the Context: Strategic Identity Display in Learning English as a Foreign Language in Europe; Florentina Taylor and Vera Busse 6. The Context-sensitivity of Self-concept and Willingness to Communicate in the Chinese EFL Classroom: A Case Study; Jian-E Peng 7. Talk and Silence in an EFL Classroom: Interplay of Learners and Context; Tomoko Yashima, Maiko Ikeda and Satomi Nakahira 8. Classroom Silence and the Dynamic Interplay between Context and the Language Learner: A Stimulated Recall Study; Jim King 9. The Dynamic Interplay between Language and Social Context in the Language Classroom: Interpersonal Turn Taking for ELF Learners; Michael Handford 10. A Dynamic Perspective on Student Language Teachers' Different Learning Pathways in a Collaborative Context; Agneta Svalberg and Jim Askham 11. Language Learning in Context: Complex Dynamic Systems and the Role of Mixed Methods Research; Alex Gilmore 12. Context and Inference in Language Testing; Glenn Fulcher

'This pioneering collection of papers develops a range of descriptive and analytical approaches for understanding how language education is generated by the ecological interplay of contexts and language learners. The use of Complexity Theory as a frame makes this an inspiring and forward-looking contribution. The volume also connects to more established theoretical frames, thereby illustrating how the new science of complexity may expand the possibilities for research into the relationship between contexts and language learners. This makes the volume essential reading for students, professionals and researchers needing access to the 'cutting-edge' of scholarship in this area.' ? Dr Juup Stelma, Programme Director MA TESOL, University of Manchester, UK