Language teaching and learner identity: Investigating possible relations

Abstract

Along with the changes in the realm of language teaching and learning in 1960s from the previous teacher-centered methodologies and the subsequent emergence of social-constructivist approaches, learners came to be considered as the key in the field. As a result, learner-centered approaches were developed and special attention was given to sociological dimensions of second language learning. Due to these shifts of focus, concept of learner identity came to attract the attention of language teachers and scholars. Therefore, second language scholars tried to investigate the possible relationship between the language learner and the larger social world. In the same line, the present article attempts to represent a description of the main variables in relation to learner identity aimed at shedding light on comprehending the theoretical points significant in the field. Then, the article goes on to discuss the role of identity and its possible influences in the field of second language teaching and learning. Finally, the applications in the field are discussed.