Katerina Kanella Die Bedeutung der Lerneridentität im Fremdsprachenunterricht

About this book

Despite considerable advances in foreign language pedagogy, a pivotal question remains: how can heterogeneity in foreign language learning (FLL) be scientifically conceptualized and appropriately addressed? This book places learner identity at the forefront, viewing it not as a static trait, but as a dynamic constellation in which individual psycholinguistic, socio-psychological, affective and biographical prerequisites are systematically interconnected across four dimensions. A central objective is to move beyond a merely additive presentation of these dimensions, highlighting instead their intra- and interdimensional interactions. The regulatory interfaces identified in this study demonstrate how learners perceive, evaluate, process and translate linguistic demands into concrete learning behaviors. Consequently, it becomes clear that foreign language learning processes cannot be explained solely through cognitive, social, affective or biographical factors, but rather emerge from the dynamic interplay among these dimensions. By bridging theoretical modeling with concrete fields of pedagogical practice, this work contributes to a differentiated, identity-sensitive teaching practice while opening up new perspectives on a foreign language pedagogy that approaches learners holistically.