Sarah Mercer

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For the British Olympic gymnast, see Sarah Mercer (gymnast).
Sarah Jane Mercer
Born (1974-08-24) 24 August 1974 (age 47)
Bolton, United Kingdom
Known for
Academic background
Alma mater
ThesisExploring EFL learner self-concept (2008)
Academic advisorsAlan Waters
Academic work
DisciplineLinguist
Sub-discipline
Institutions
WebsiteMercer on the website of University of Graz

Sarah Jane Mercer (born 1974) is a British linguist. She is currently the head of the Department of English Language Teaching at the University of Graz, Austria.[1] Her research focuses on applied linguistics, with a special focus on psycholinguistics from a Complex Dynamic Systems Theory approach.

Career[]

Mercer attended the Bolton School, Bolton, Greater Manchester, United Kingdom. She obtained a Bachelor of Arts degree in European Studies (French, German & Politics) at Royal Holloway, University of London. She received a Master of Arts degree in Teaching English as a second or foreign language (TEFL) at the University of Reading and a PhD degree in Applied Linguistics at Lancaster University.

Between 1998-2015 Mercer was a Lecturer at the University of Graz. In 2013 she became the co-editor of the journal 'System'. Between 2012-2018 she became the Deputy Head of the Centre for Teaching and Learning at the University of Graz. Between 2015-2017 she was the joint co-ordinator for the Research SIG at IATEFL.[2]

In 2012 she was awarded Habilitation at the University of Graz. The title of her submission was Emerging complexity in language learning psychology.[3]

Research[]

In 2011 Towards an Understanding of Language Learner Self-Concept was published by Springer Publishing. In this book, Mercer investigates the nature and development of language and learner self-concept. The book provides a deep insights into how learners view themselves, and how these self-beliefs can develop and affect the progress of an individual’s language learning process.[4]

In her most-cited journal article entitled Language learner self-concept: Complexity, continuity and change, published in System in 2011, Mercer investigated the nature and dynamics of self-concept in language learning. She found that self-concept is perhaps best conceived of as a complex, multilayered, multidimensional network of interrelated self-beliefs.[5]

Publications[]

Mercer has published in several major journals such as System, The Modern Language Journal, TESOL Quarterly, , and .

Bibliography[]

Books[]

  • Vaupetitsch, R., Campbell, N., Mercer, S. Reitbauer, M. & Schumm, J. (Eds.) (2009). The Materials Generator: Developing Innovative Materials for Advanced Language Production. Frankfurt: Peter Lang.
  • Mercer, S. (2011). Towards an Understanding of Language Learner Self-Concept. Dordrecht: Springer.
  • Mercer, S., Ryan, S. & Williams, M. (2015). Exploring Psychology in Language Learning and Teaching. Oxford Handbooks for Language Teachers. Oxford: Oxford University Press.
  • Mercer, S. & Kostoulas, A. (Eds.) (2017). Teacher Psychology in SLA. Bristol: Multilingual Matters.
  • Mercer, S. & Dörnyei , Z. (2020). Engaging Language Learners in Contemporary Classrooms. Cambridge: Cambridge University Press.

Articles[]

  • Mercer, S. (2008). Key concepts in ELT: Learner self-beliefs. 62(2): 182–183. doi:[1]
  • Mercer, S. & Ryan, S. (2010). A mindset for EFL: Learners' beliefs about the role of natural talent. 64(4): 436–444. doi:[2]
  • Mercer, S. (2011). The beliefs of two expert EFL learners. 39(1): 57 - 74.
  • Mercer, S. (2011). The self as a complex dynamic system. 1(1): 57–82. doi:[3]
  • Mercer, S. (2011). Understanding learner agency as a complex dynamic system. System 39(4): 427–436. doi:[4]
  • Mercer, S. (2011). Language learner self-concept: Complexity, continuity and change. System 39(3): 335–346. doi:[5]
  • Mercer, S. (2012). Dispelling the myth of the natural-born linguist. 66(1): 22 - 29.
  • Kostoulas, A. & Mercer, S. (2016). Fifteen years of research on self and identity in System. System, 1-7. doi:[6]
  • Mercer, S., Glatz, M., Glettler, C., Lämmerer, A., Mairitsch, A., Puntschuh, S., Seidl, E., Tezak, K. & Turker, S. (2017). Moving between worlds: Teaching-based PhD identities from an ecological perspective. .
  • Kostoulas, A., Stelma, J., Mercer, S., Cameron, L. & Dawson, S. (2017). Complex systems theory as a shared discourse space for TESOL. TESOL Journal 9(2), 246–260. doi:[7]
  • Mercer, S. (2017). Positive psychology in SLA: An agenda for teacher and learner wellbeing. , 40(2), 100-122.
  • Irie, K., Ryan, S., & Mercer, S. (2018). Using Q methodology to investigate pre-service EFL teachers’ mindsets about teaching competences. , 8(3), 575-598.
  • Talbot, K., & Mercer, S. (2019). Exploring University ESL/EFL Teachers’ Emotional Well-being and Emotional Regulation in the United States, Japan and Austria. , 41(4), 410-432.
  • MacIntyre, P., Gregersen, T., & Mercer, S. (2019). Setting an agenda for Positive Psychology in SLA: Theory, practice and research. The Modern Language Journal, 103(1), 262-274. doi:[8]
  • MacIntyre, P., Ross, J., Talbot, K., Mercer, S., Gregersen, T., & Banga, C.-A. (2019). Stressors, personality and wellbeing among language teachers. System, 82, 26-38.

References[]

  1. ^ "Mercer - University of Graz". uni-graz.at. 29 June 2019.
  2. ^ "About me". Sarah Mercer. 29 June 2019. Retrieved 29 June 2019.
  3. ^ "Sarah Mercer awarded Habilitation!". Lancaster University. 16 May 2012. Retrieved 29 June 2019.
  4. ^ "Towards an Understanding of Language Learner Self-Concept". Springer. 20 June 2011. Retrieved 29 June 2019.
  5. ^ Mercer, Sarah (2011). "Language learner self-concept: Complexity, continuity and change". System. 39 (3): 335–346. doi:10.1016/j.system.2011.07.006.

External links[]

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