Foreign language learning and identity reconstruction: understanding of interaction of the self

Ameneh Nejabat,Neda Fatehi Rad,Massoud Tajadini

doi:10.20952/revtee.v14i33.15923

Ameneh Nejabat, Neda Fatehi Rad + Show 1 more

Open Access

https://doi.org/10.20952/revtee.v14i33.15923

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Abstract

This study focuses on the processes & relationships between foreign language learner's identity and interaction foreign language proficiency associated with learning English in private language institutes in Iranian context, especially, participants' beliefs about languages & participants' views about the language question are analyzed. This analysis integrates the speaker's practices and beliefs to issues of identity construction and negotiation that are observable in two contexts. Some English as a foreign language learners from 3 language institute in Tehran were picked to participate in the study, based on stratified sampling. The instrument were a 30-item likert-scale questionnaire on motivation types & social responsibility, individual development, information medium, ... 24 likert-scale questionnaire on self-identity changes, such as, self‌-confidence change, subtractive change, productive change, results reveal that how language practices in human interaction display and construct identity and correlation analysis indicated that motivation types of self-identity changes and signal participant's negotiations of their own identities of these or others. Instrumental orientations related with learner's self-confidence change.

Highlights

The article of identity at the level of personal self, is eye-catching
This study investigates the extent of individual differences in SLA emphasis on social process, stay momentous. The purpose of these studies was to see if the develop proficiency in second language, they lead to change in their self identity, is the millstone of this model, Lambert (1974) arguments, "for the serious student who really masters to foreign languages in time, we have seen the possibility of a conflict of identity as he become skilled enough to become an accepted member of a new culture group"
A series of correlational analyses to were performed to examine in the relationship between motivation types, self-identity and EFL proficiency, third phase, a canonical correlation analysis was continued to analyze the relation between motivation types & self-identity changes and make a path model for the relationships, fourth phase, MANOVA was performed and the final step was the qualitative analysis of these-based codified interview data in to the analysis of self-identity changes identification

Summary

Introduction

This study investigates the extent of individual differences in SLA emphasis on social process, stay momentous. The purpose of these studies was to see if the develop proficiency in second language, they lead to change in their self identity, is the millstone of this model, Lambert (1974) arguments, "for the serious student who really masters to foreign languages in time, we have seen the possibility of a conflict of identity as he become skilled enough to become an accepted member of a new culture group". Gardner displays, "proficiency in the language comes the possibility of changes in the learners self identity". The research described in this paper the relationship between learner's self-identity changes and learning motivation types.

Results

Discussion

Conclusion