Learning Difficulty and Learner Identity: A Symbiotic Relationship

Autor/in	Hirano, Eliana
Titel	Learning Difficulty and Learner Identity: A Symbiotic Relationship
Quelle	In: ELT Journal, 63 (2009) 1, S.33-41 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccn021
Schlagwörter	Case Studies; Self Concept; Teacher Researchers; Teaching Methods; Learning Problems; Diaries; Longitudinal Studies; Adult Students; Second Language Learning; Second Language Instruction; English (Second Language) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Selbstkonzept; Lehrerforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernproblem; Diary; Tagebuch; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This paper reports on a longitudinal case study of an adult EFL learner who perceived himself as having difficulty learning English. Both learning difficulty and learner identity are viewed as being constructed in discursive interactions throughout one's life and, hence, amenable to reconstruction. Data collected from classroom interactions, interviews, and learner and teacher-researcher diaries show that this learner's difficulty and identity were deeply intertwined and influenced each other. The discussion of the findings is divided into three parts: past EFL learning experiences that shaped his identity, examples of the mutual relationship between learning difficulty and learner identity, and pedagogical actions that aimed at, and somewhat succeeded in, triggering the transformation of the student's identity. The results of this study are promising and offer teachers a more empowering and optimistic way of dealing with students who present difficulty learning English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10