Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/1463
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dc.contributor.authorMercer, Sarah-
dc.date.accessioned2011-11-23T08:30:18Z-
dc.date.available2011-11-23T08:30:18Z-
dc.date.issued2011-
dc.identifier.citationStudies in Second Language Learning and Teaching, 2011, vol. 1, no. 1, pp. 57-82.pl_PL
dc.identifier.issn2083-5205-
dc.identifier.urihttp://hdl.handle.net/10593/1463-
dc.description.abstractThis article explores the potential offered by complexity theories for under-standing language learners’ sense of self and attempts to show how the self might usefully be conceived of as a complex dynamic system. Rather than presenting empirical findings, the article discusses existent research on the self and aims at outlining a conceptual perspective that may inform future studies into the self and possibly other individual learner differences. The article concludes by critically considering the merits of a complexity perspective but also reflecting on the challenges it poses for research.pl_PL
dc.publisherZakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszupl_PL
dc.subjectComplexity theorypl_PL
dc.subjectDynamic systemspl_PL
dc.subjectLearner differencespl_PL
dc.subjectThe selfpl_PL
dc.titleThe self as a complex dynamic systempl_PL
dc.typeArtykułpl_PL
Appears in Collections:Studies in Second Language Learning and Teaching, 2011, vol. 1, no. 1

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