Constructing a Voice in English as a Foreign Language: Identity and Engagement

Autor/in	Nasrollahi Shahri, Mohammad Naseh
Titel	Constructing a Voice in English as a Foreign Language: Identity and Engagement
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 52 (2018) 1, S.85-109 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.373
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Usage; Self Concept; Linguistic Theory; Student Attitudes; Sociolinguistics; Interviews; Teaching Methods; Metalinguistics; Observation; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachgebrauch; Selbstkonzept; Linguistische Theorie; Schülerverhalten; Soziolinguistik; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Metalanguage; Metasprache; Beobachtung; Ausland
Abstract	Situated in an English as a foreign language (EFL) context, this study navigates the intersection of language learner identity and foreign language engagement. Specifically, drawing on the concept of voice (Canagarajah, 2013; Johnstone, 1996; Kramsch, 2003), Bakhtin's (1981) theory of language, and the notion of investment (Darvin & Norton, 2015; Norton Peirce, 1995), it presents two case studies of voice construction by EFL learners in Iran. Through classroom observations, biographical and sociolinguistic interviews, and learner metalinguistic commentary, the study reveals how the two participants invest in two different voices that index their efforts toward the construction of a second language-mediated identity. The two learners are shown to gravitate toward informal and formal English words and use them in their speech in ways that are illustrative of how they envision their engagement with English both in the present and in the future. The pedagogical implications of the study are then discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01