A Closer Look at Different Aspects of Language Teaching/Learning and Learner Identity

Abstract

Along with the changes in the realm of language teaching and learning in 1960s from the previous structuralist teacher-centered methodologies and the subsequent emergence of social-constructivist approaches, learners came to be considered as the key in the field. As a result, learner-centered approaches were developed and special attention was given to sociological and anthropological dimensions of second language learning. Due to these shifts of focus, such concepts as learner identity came to attract the attention of language teachers and scholars. Gee (2001) defines identity as “a certain „kind of person‟ or even as several different „kinds‟ at once ... at a given time and place” (p. 99). Thus, second language scholars tried to investigate the possible relationship between the language learner and the larger social world. In the same line, the present article attempts to represent a description of the main variables in relation to learner identity aimed at shedding light on comprehending the theoretical points significant in the field. Then, the article goes on to discuss the role of identity and its possible influences in the field of second language teaching and learning. Finally, the implications and applications in the field are discussed

The Effect of Audio-Visual Materials on Iranian Second Grade High School Students’ Language Achievement

“…Incorporating technology challenges students and encourages them to develop their own learning strategies and proceed at their own pace (Maftoon et al, 2012). It can also improve autonomy in language learning on the part of the learners (Hamidi & Montazeri, 2014).…”

Developing Students’ Cultural Identity Through Studying Fictiion In Linguistic Educational Programs

“…Realizing close links between identity and language, one cannot but emphasize that constructing one's identity is influenced by educating a person (Maftoon et al, 2012). It refers to different identity types, but it mostly concerns one's cultural identity as a phenomenon that refers to cultural groups and communities.…”

The Influence of Differentiated Instruction on Lebanese Students’ Motivation, Knowledge, and Engagement

“…Ellis (1988), Maftoon, Sarem & Hamidi (2012), Scrivener (1996), and Willis (1990) declare that the practice stage is time consuming and controlled by the instructor and accordingly is inflexible, rigid, and incapable of accommodating to the class' dynamic which is unpredictable and changing. That means that PPP is useless to the process of students' learning (Lewis, 1993;Maftoon, Sarem & Hamidi, 2012). Willis (1990) emphasizes that what is practiced is not effective communication but conformity.…”