Japanese L2 English Learners’ Positions in Miscommunication: Who Is Responsible for Failures?

Abstract

ABSTRACT This study explores the identity positions that L2 English learners/users would take in case of hypothetical miscommunications. Based on positioning theory, at the time of L2 interaction, L2 learners assign themselves and others specific positions which are established through their learning experiences. It was hypothesized that their current positional identities would impact their communication abilities in their future L2 realities. The study investigated this hypothesis by asking 49 Japanese college students to describe potential triggers for L2 miscommunication in two scenarios: an L1 and an L2 English speaker, and two L2 English speakers. The analysis shows that participants assign themselves in distinctive positional identities of a subordinate English user (non-native deficit L2 English user in a traditional sense) in the L1-L2 miscommunication, and an equal identity in the L2-L2 scenarios. Consequently, the study discusses a critical understanding of L2 learner positional identity with respect to socio-cultural and ideological attributes.