Language Learning as a Practice of Self-Formation

Autor/in	Hennig, Barbara Bycent
Titel	Language Learning as a Practice of Self-Formation
Quelle	In: International Journal of Multilingualism, 7 (2010) 4, S.306-321 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
Schlagwörter	Computer Assisted Instruction; Learning Motivation; Foreign Countries; Ethics; German; Second Language Learning; English (Second Language); Language Proficiency; Majors (Students); Second Language Instruction; Teaching Methods; Interviews; Asians; Diaries; Self Concept; Values; Beliefs; Hong Kong + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Motivation for studies; Lernmotivation; Ausland; Ethik; Deutscher; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Asian; Asiat; Asiatin; Asiaten; Asiate; Diary; Tagebuch; Selbstkonzept; Wertbegriff; Belief; Glaube; Hongkong
Abstract	This article explores the motivation to learn German for learners already proficient in English as a second language. Discussed are parts of the findings of an empirical study investigating the motivation of 12 Chinese students to study German as a major at a university in Hong Kong. The data collected for the duration of two academic semesters through interviews and diary entries indicated that language learning was seen as a practice through which students attempted to attain a certain kind of individuality. By drawing on Foucault's concept of ethical self-formation, an alternative theoretical framework was designed to analyse the students' reason for learning German, which were investigated under the four themes characteristic of Foucault's ethical self-formation: (a) what parts of the learners' selves are concerned with learning German? (b) what ethical values and beliefs do learners attach to their learning German? (c) how do learners apply German in their daily life? and (d) what are the learners' goals for learning German? Given the significance, the learning of an additional language was ascribed to the development of the students' selves, the article recommends a pedagogy that stronger integrates aspects of self-formation into language teaching. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10