Self and Identity in Adolescent Foreign Language Learning

Taylor, Florentina

doi:10.21832/9781783090006

Cited by 50 publications

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“…Assuming that building up an enduring interactional persona across multiple situations is linked to repeated adoptions of certain interactional identities and stances linked to certain discourse practices ("stance accretion" in the terms of Du Bois (2002), as cited in Kirkham, 2011, p. 203), it should be more difficult for some students to integrate 'doing being a knowledgeable person' into their sense of self and participate in such activities in the classroom. Students' identity management in classrooms has recently been pointed out as playing an important role for their success in participating in discourse activities and thus learning processes in school (Souto-Manning, 2013;Taylor, 2013).…”

Section: Discussionmentioning

confidence: 99%

Show that you know – Explanations, interactional identities and epistemic stance-taking in family talk and peer talk

Morek

2015

Linguistics and Education

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Section: Discussionmentioning

confidence: 99%

Show that you know – Explanations, interactional identities and epistemic stance-taking in family talk and peer talk

Morek

2015

Linguistics and Education

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“…To date, Taylor (2013) is one of the few researchers who has explicitly focused on the relational impacts of social interaction on the actual self. With adolescent Romanian English learners, Taylor (2013) used a mixed-method approach to study the learners' selves in relation to their families, friends, teachers, and classmates.…”

Section: Viewing Possible Selves In Context: Actual Self and Societalmentioning

confidence: 99%

Understanding Taiwanese Adolescents’ English Learning Selves through Parental Expectations

Huang¹

2017

The Journal of AsiaTEFL

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This paper explores the interplay of Taiwanese adolescent English learners' motivational selves and their parents' expectations, with a special focus the identified perceptions of both teenage leaners and their parents towards English learning as a duty and obligation. Using the L2 Motivational Self System (L2MSS, Dörnyei, 2009), the qualitative study foregrounds the cultural and relational aspects of the self system in understanding language learning motivation. Results from semi-structured interviews suggest that parental expectations of children's English learning exhibit a duality characterized by the hope that their children will become successful members of the globalized world and a belief that English learning is a basic responsibility for their children. Adolescent language learners' and their parents' actual selves, including their identification with societal roles and social obligations, mediate between parents' investments in their children's English education and teenage learners' perceived obligations to meet parental expectations. The paper concludes by suggesting further research on parental expectations and the development of global selves, and on the synergized effect of language learners' actual selves and future self-guides in motivating language learning.Keywords: EFL, L2 Motivational Self System, obligations, parents, adolescents IntroductionOver the past decade, research into second language (L2) motivation has focused its inquiries on language learners' self-concepts in order to understand motivational dispositions (Dörnyei & Ryan, 2015;Dörnyei & Ushioda, 2011). Studies based on the L2 Motivational Self System (L2MSS, Dörnyei, 2009), for example, have investigated learners' relationships with their imagined future selves, discrepancies between future and current selves, and the generation of motivation. The fundamental hypothesis of the L2MSS is that language learners' imagined future selves, together with their L2-related visions, energize their learning behaviors. More specifically, if an individual wants to interact confidently with international others, the identity of a fluent L2 user can act as a powerful motivator to reduce the gap between their here-and-now present-self state and their ideal end state.In a Confucian-influenced society such as Taiwan, language learners' motivation to learn English is further complicated by pressure to honor one's family and show filial piety (Chen, Warden, & Chang, 2005;Warden & Lin, 2000). Recognizing the importance of English proficiency to educational success and social mobility, parents in Taiwan allocate a significant portion of household expenditure to their children's English learning. The formation or development of Taiwanese teenage learners' identities in learning English, therefore, may be simultaneously influenced by the self-images they hold in imagined Hung-Tzu HuamgThe Journal of Asia TEFL Vol. 14, No. 2, Summer 2017, 244-261 245 future contexts and the culturally endorsed values of studying English as a duty and obligation to th...

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“…Type 1 in Table 1 is the ideal scenario, while Type 2 is the least preferable one. Type 3 would be unusual, and might be a reflection of the norm of mediocrity (see Dörnyei & Ushioda, 2011;Taylor, 2013). The norm of mediocrity refers to the situation where some learners deliberately show mediocre motivation and achievement in order to avoid being penalized by their peers.…”

Section: Openness To the L2 Groupmentioning

confidence: 99%

Unconscious motivation. Part I: Implicit attitudes toward L2 speakers

Al‐Hoorie

2016

SSLLT

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This paper reports the first investigation in the second language acquisition field assessing learners' implicit attitudes using the Implicit Association Test, a computerized reaction-time measure. Examination of the explicit and implicit attitudes of Arab learners of English (N = 365) showed that, particularly for males, implicit attitudes toward L2 speakers are associated with self-reported openness to the L2 group and with strength of correlations among attitudinal and motivational variables. Implicit attitudes also moderated important paths in the L2 Motivational Self System. The paper concludes that implicit attitudes seem to be a meaningful individual difference variable, adding a new dimension to our understanding of language motivation.

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Self and Identity in Adolescent Foreign Language Learning

Cited by 50 publications

References 0 publications

Show that you know – Explanations, interactional identities and epistemic stance-taking in family talk and peer talk

Show that you know – Explanations, interactional identities and epistemic stance-taking in family talk and peer talk

Understanding Taiwanese Adolescents’ English Learning Selves through Parental Expectations

Unconscious motivation. Part I: Implicit attitudes toward L2 speakers

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