‘Your pronunciation is really good’: the construction of linguistic identities in ELF interactions among multilingual speakers

Park, Yujong

doi:10.1080/14790718.2020.1781131

Cited by 13 publications

(6 citation statements)

References 62 publications

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“…Extract 10 illustrates how the individual interviewee, S6, not only reported error correction, but also used NS English education as a standard when evaluating his friends' language proficiency. This is similar to the findings of Park (2020), in which university students emulated time spent in a NS environment and evaluated each other's conformity to NS English pronunciation.…”

supporting

confidence: 85%

“…There is a fairly expansive body of literature on ELF in academic settings (e.g., Hynnimen, 2010;Kaypak & Ortactepe, 2014;Ke & Cahyani, 2014;Lau & Lin, 2014;Park, 2020;Shaw et al, 2010;Sung, 2017;Xu & Van de Poel, 2011). Findings consistently show that student use of ELF is adaptive and flexible to foster successful communication.…”

Section: Elf In Academic Contextmentioning

confidence: 99%

“…A robust library of data has been generated on ELF and identity (e.g., Baker, 2015;Ehrenreich, 2017;Jenkins, 2007;Panero, 2019;Park, 2020;Sung, 2017;Virkkula & Nikula, 2010). In one landmark piece within this library on identity, Jenkins (2007) explored the identities of NNS English teachers in the UK.…”

Section: Elf and Language Identitymentioning

confidence: 99%

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After class: Students’ social use of English as a Lingua Franca (ELF)

Redmer¹

2021

Indonesian JELT

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International students have become an integral part of universities worldwide. Despite a number of studies on the use of English as a lingua franca (ELF) in an academic context, there are still comparatively fewer investigations into students’ social use of ELF outside of the classroom. This study investigated language use and self-perceived identities of international students using ELF in social interaction. Qualitative data was gathered via semi-structured interviews with eight students attending English-medium programs at a private university in Taiwan. Consistent with previous findings, analysis shows that the students perceived themselves as English language users as well as learners. But within relationships of friendship, they used ELF in very individualized and pragmatic ways. They also took guidance from each other and those perceived as more proficient models of English. The study adds valuable insight into self-reports of student social ELF use. As such, pedagogical implications and suggestions are discussed.

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supporting

confidence: 85%

Section: Elf In Academic Contextmentioning

confidence: 99%

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After class: Students’ social use of English as a Lingua Franca (ELF)

Redmer¹

2021

Indonesian JELT

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“…Linguistic research in the context of self-identification and identity construction theories focuses on multiple questions such as construing reality (Constantinou, 2019;Lovelock, 2017), understanding human cognition and memory (Drager, 2015;Hamilton, 2013), linguistic identity (Antaki & Widdicombe, 1998;Bordia & Bordia, 2015;Higgins, 2011;Miller, 2004;Park, 2020;Sung, 2015), sociocultural identity (Baker, 2015;Bucholtz & Hall, 2005;Hogg, 2001;Ochs, 1993). All of the above studies assume that there is an inextricable "link between linguistic variation and identity" and that "language and social information are stored in the mind and accessed during the production and perception of speech" (Drager, 2015, p. 1).…”

Section: Multidisciplinary Theoretical Fundamentals For the Study Of ...mentioning

confidence: 99%

Identity construction and self-identification of the protagonist in the film media discourse: Multi-modal linguo-semiotic approach

Zheltukhina

Kislitsyna

Tameryan

et al. 2023

ONLINE J COMMUN MEDIA TECHNOL

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The article is devoted to identity construction and self-identification of the protagonist in the film media discourse. Many aspects of our life are influenced by modern media, among which feature films play a significant role. The convergence of visual and auditory channels of perception determines the multi-modal nature of the film media discourse, which in turn contributes to the successful dissemination of the ideas embodied on the screen. The main purpose of the paper is to identify special tactics that are used in film media discourse to demonstrate the stages of<b> </b>the protagonist’s self-identification and identity construction. The research is conducted on the basis of films “Chronicle of amorous accidents” and “Courier”. The multi-modal linguo-semiotic approach is interpreted in the work as a set of linguo-semiotic techniques used in order to study the integrative influence on the viewer’s perception process. It implies the consolidation of functions of human first and second signal systems to construct specific meaning and thus to intervene into the viewers’ cognitive activity. The linguo-semiotic analysis of the data obtained in the study has resulted in the development of an innovative and effective model that demonstrates the existence of a coherent merger of the five tactics and three modes in linguo-cultures. The perspective is a contrasting linguo-semiotic study of the communicative behavior of the protagonists in the modern film media discourse with an emphasis on intercultural differences.

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“…Translanguaging encourages students to use all of their linguistic resources, including their L1, to facilitate learning in an second or foreign language classroom (Gracia et al, 2017;Garcí a & Kleifgen, 2010;Gracia & Wei, 2014;Nason, 2011;Tian & Zhang-Wu, 2022). However, students may struggle to understand the concept of translanguaging, particularly in an English as a foreign language (EFL) classroom (Park, 2022). This may be due to a number of factors, including a lack of awareness of the benefits of using their L1, a fear of making mistakes in the target language, or a belief that only English should be used in the classroom.…”

Section: Introductionmentioning

confidence: 99%

The Perceptions of the Use of Translanguaging as a Form of Oral Feedback in Indonesian Tertiary English Language Teaching Context

Silalahi,

Widianingtyas,

Murniati

et al. 2023

SMC

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As the practice of using different languages to extend the process of knowledge construction, translanguaging is often performed in teachers’ corrective feedback in foreign language classrooms. The research aimed to analyze students’ perception of the implementation of translanguaging as a form of oral corrective feedback in an EFL-speaking context at a private university in Indonesia. This study used a mixed-methods sequential explanatory design through two phases of data collection: a questionnaire (N=60) and semi-structured interviews (N=8). The findings of this study indicate that students perceive translanguaging as a beneficial practice in implementing oral corrective feedback in the EFL-speaking classroom, such as increasing the chances for language acquisition, empowering students to take educational risks, creating a more welcoming and socially inclusive learning environment due to students’ diverse language proficiency, and increasing in-classroom participation and engagement. However, it is also perceived that translanguaging should not be used too excessively to avoid confusion amongst students with lower target language proficiency. It is recommended that teachers give students a fair chance to interact meaningfully with more than one language by including translanguaging oral feedback as a pedagogical strategy, to help students reach their academic goals, notice differences in language, and promote bilingualism and biliteracy. The students' positive opinions of translanguaging highlighted its potential as an effective pedagogical technique. It is also hoped that this research becomes a basis for establishing English language teaching policies that are appropriate to the multilingual pedagogical context in Indonesia.

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‘Your pronunciation is really good’: the construction of linguistic identities in ELF interactions among multilingual speakers

Cited by 13 publications

References 62 publications

After class: Students’ social use of English as a Lingua Franca (ELF)

After class: Students’ social use of English as a Lingua Franca (ELF)

Identity construction and self-identification of the protagonist in the film media discourse: Multi-modal linguo-semiotic approach

The Perceptions of the Use of Translanguaging as a Form of Oral Feedback in Indonesian Tertiary English Language Teaching Context

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