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    Wyświetlanie 1-6 z 6
    Tytuł:
    Global trends and local realities: Lessons about economic benefits, selves and identity from a Swiss context
    Autorzy:
    Csillagh, Virág
    Powiązania:
    https://bibliotekanauki.pl/articles/780745.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    complex learning environments
    language learning motivation
    language learner identity
    Swiss plurilingualism
    multilingualism
    Opis:
    Inspired by the unexpected results of a standardized questionnaire survey of Swiss university students’ motivation and attitudes toward English, the paper discusses the influence of global and local contexts on language learners’ motivation and identity. As a result of the unprecedented spread of English as a foreign language (Crystal, 2003; Graddol, 2006), and, more importantly, the underlying social and economic issues that it reflects, elements of the global context intermingle with local realities to create new learning experiences, unaccounted for by traditional research paradigms. Individuals find themselves at the convergence of multiple contexts that affect and are in turn affected by their language attitudes and identity as well as sense of self. The intricate relationships between contexts and individuals continue to gain emphasis in current approaches to language learning motivation (cf. Dörnyei, MacIntyre, & Henry, 2015), which position L2 learnin in a new light, questioning the power and relevance of different motivational categories and also these of a generalizable theoretical model. The quantitative study presented in this paper explores interrelationships among key elements of the L2 motivational self system (Dörnyei, 2009) and a number of motivational factors on the one hand, contrasting them against the economic and social background of the Swiss context on the other. The findings of the project reveal that such repositioning of the participants in the multicultural, plurilingual environment of Geneva and its socioeconomic reality was indeed essential to the interpretation of the results since the extraordinary strength of external and societal factors in participants’ motivational profile gained meaning only in the light of the particularities of the local context. Therefore, the paper showcases the potential of a broader perspective on L2 motivation and the importance of learner-context relationships.
    Źródło:
    Studies in Second Language Learning and Teaching; 2015, 5, 3; 431-453
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A drama of selves: Investigating teacher identity development from dialogical and complexity perspectives
    Autorzy:
    Henry, Alastair
    Powiązania:
    https://bibliotekanauki.pl/articles/780435.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    language teacher identity
    complex dynamic systems
    dialogical self
    practicum learning
    Opis:
    Identity is of increasing interest in teacher education. Crucial for resilience, the development of a coherent professional identity has been characterized as emerging from tensions between multiple and sometimes conflicting conceptions of what it means to be someone who teaches (Akkerman & Meijer, 2011). While light is being shed on these often antagonistic relations, less is known about the dynamics of identity formation and transformation. Providing a contribution to work on language teacher identity, in this single case study Hermans’ (2008) concept of the dialogical self is combined with complexity principles in an investigation of changes in the emerging professional identity of a pre-service English teacher during a practicum. Drawing on intra- and inter-personal data, experiences of learning to become a person who teaches English are conceptualized as a drama that is played out between different and sometimes unaligned selves. Analyses show how this inner drama maps onto the landscape of an emerging teacher identity, how tensions can be understood systemically, and how a teacher identity system can have a signature dynamic.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 2; 263-285
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Second language learners’ divergence from target language pragmatic norms
    Autorzy:
    Pia Gomez-Laich, Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/780961.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    pragmatic competence
    language learning
    identity
    Opis:
    Pragmatic competence is an indispensable aspect of language ability in order for second and foreign language (L2/FL) learners to understand and be understood in their interactions with both native and nonnative speakers of the target language. Without a proper understanding of the pragmatic rules in the target language, learners may run the risk of coming across as insensitive and rude. Several researchers (Bardovi-Harlig, 2001; Kasper & Rose, 2002) suggest that L2 pragmatics not only can be taught in the L2/FL classroom, but, more importantly, that explicit approaches that involve direct explanation of target pragmatic features are beneficial for learning pragmatics. Just as native speakers of a language acquire a “set of dispositions to act in certain ways, which generates cognitive and bodily practices in the individual” (Watts, 2003, p. 149), instructors can help learners to become aware of the pragmatic features that characterize the target language. Although the importance of explicit teaching of pragmatics is well recognized in the literature, learning norms and rules of pragmatics largely depends on learners’ subjectivity. Learners’ convergence or divergence from the L2 pragmatic norms, both consciously and out of awareness, sometimes depends on whether these norms fit their image of self and their L1 cultural identity. Since identity-related conflict can have significant consequences for the acquisition of second language pragmatics, failing to consider the centrality of learners’ identities will produce an inadequate understanding of SLA. This paper synthesizes studies that document the reasons why learners opt to remain foreign by resisting certain L2 practices. The following synthesis question was proposed: Why do language learners resist the pragmatic norms of the target language?
    Źródło:
    Studies in Second Language Learning and Teaching; 2016, 6, 2; 249-269
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Searching for an English self through writing
    Autorzy:
    Karlsson, Leena
    Powiązania:
    https://bibliotekanauki.pl/articles/780891.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    language self
    storied self
    language anxiety
    narratives
    learner identity
    Opis:
    Most Finnish university students, just like the other new global elites (Kramsch, 2013), use English without problems. Some students, however, struggle with English to the extent that their studies suffer. One could say that they have a deeply “wounded” English self (Karlsson, 2013). My context of research and practice is the Autonomous Learning Modules (ALMS) at Helsinki University Language Centre. In my work as a language counsellor and practitioner-researcher, pedagogical concerns are always primary, and there is a need to appreciate diversity yet notice every student’s unique experiences. The broad background of my recent work is English as part of the identity of young academic Finns. In particular, I have been interested in how students with a “wounded” English self can develop new identity positions, and in how a language counsellor can help them in this process. In this paper, my focus is on the subtle practical interconnections between learner autonomy, learner diversity, and learner identity as they emerge in a diary written by a student of English with dyslexia and language (classroom) anxiety. A narrative case study of Mariia illustrates how the counsellor’s appreciation and her own recognition of the complex ecological realities (Casanave, 2012) surrounding and interacting with her learning encourage and empower her. Mariia uses her freedom to control her own learning (Huang & Benson, 2013) and makes choices from the many lifewide experiential learning opportunities in her life (Karlsson & Kjisik, 2011). Reflective writing in the learning diary helps her to construct a realistic vision of herself as a learner and user of English, and she leaves the identity position of a failure in the classroom and claims a new, more successful one (Norton, 2014).
    Źródło:
    Studies in Second Language Learning and Teaching; 2015, 5, 3; 409-429
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Parental visions of their children’s future as a motivator for an early start in a foreign language
    Autorzy:
    Rokita-Jaśkow, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/780902.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    early foreign language learning
    visions
    educational aspirations
    identity
    Opis:
    This paper reports on the qualitative part of a project investigating parental educational aspirations as manifested by enrolling their children (aged 3-6) into very early L2 instruction. The concept of educational aspirations is widely studied in educational psychology as well as in sociology and pedagogy. In SLA, these aspirations can fit in the new framework of imagery and creating visions as they are a part of an ideal L2 self. Data analysis concludes that parental visions towards their children’s achievement reflect self-efficacy beliefs; in other words, those parents who were unsuccessful foreign language (FL) learners themselves hoped that by starting early their children would learn lingua franca English well and this would help them achieve educational and vocational success, which indicates an instrumental motive. By contrast, those parents who were successful language learners were positive about their children’s future plurilingual attainment, not necessarily voicing the necessity of “an early start.” They believe languages contribute to overall emotional and cognitive growth, which shows more intrinsic and integrative motives. These findings suggest that the differences in ultimate FL attainment may start very early and are rooted in the social (family) context.
    Źródło:
    Studies in Second Language Learning and Teaching; 2015, 5, 3; 455-472
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Adversity and redemption: Learning and teaching in the language learning histories of two EFL student-teachers
    Autorzy:
    Baum, Miri Tashma
    Powiązania:
    https://bibliotekanauki.pl/articles/781021.pdf
    Data publikacji:
    2015-06-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    identity
    language learning
    autobiographies
    narratives
    motivation
    agency
    self-positioning
    Israel
    Opis:
    A better understanding of the multifaceted, dynamic and situated identity of the language learner stands at the center of much current SLA research. One of the main ways in which it is investigated is through the examination of autobiographical language learning histories. In an effort to better understand some of the processes which lead to a motivated, confident and successful language learner and user, this article analyzes the language learning histories of two EFL student-teachers, notable for their commitment to the learning and teaching of English. A close analysis of their narratives, focusing on thematic, stylistic and performative aspects, reveals what narrative psychologist McAdams (2006) has called “redemptive” patterns, that is, narrative structures in which hardship leads to inner growth and difficulties become “springboards” (Pals, 2006) to success. The two narrators also display a similar flexibility in their evolving self-positioning in response to the difficulties they narrate, and for both, attachment to the imagined community of Anglophone popular culture is an essential component in this process. Together, the learning experiences delineated in the accounts support the call for student-focused pedagogy, which puts emphasis on creating a positive emotional atmosphere, on the one hand, and providing rich intercultural knowledge, on the other.
    Źródło:
    Studies in Second Language Learning and Teaching; 2015, 5, 2; 273-299
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-6 z 6

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