Literaturnachweis - Detailanzeige
| Autor/inn/en | Maa, Joy; Burns, Katharine E. |
|---|---|
| Titel | A Tale of Two Language Ideologies: Discursive Co-Construction of L2 Learner Identity in Japanese CMC Interactions |
| Quelle | In: Foreign Language Annals, 54 (2021) 1, S.207-232 (26 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Maa, Joy) ORCID (Burns, Katharine E.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0015-718X |
| DOI | 10.1111/flan.12514 |
| Schlagwörter | Language Attitudes; Self Concept; Advanced Students; Computer Mediated Communication; Second Language Learning; Second Language Instruction; Correlation; Native Speakers; Japanese; Language Proficiency; Language Usage; Western Civilization; Standard Spoken Usage |
| Abstract | This study investigates the relationship between learner perception, ideology, discourse, and identity in computer-mediated communication (CMC) interactions between an advanced L2 Japanese learner and native Japanese speakers. Study findings show that, despite an invested identity as a proficient user of Japanese, the learner struggled to enact this identity in the face of two divergent language ideologies: one that promoted Japanese native speaker discourse as the goal of L2 learning and use, and one that promoted a particular Western "foreigner" discourse for non-native speakers of Japanese. Furthermore, a third discourse--that of the CMC platform--also affected her discursive practices, both in terms of interaction and performance of multiple identities. These results reveal the complex, sometimes problematic, nature of CMC for L2 learning and use, while offering a unique perspective into the issue of the native speaker standard in Second Language Acquisition (SLA), particularly as it pertains to advanced learners. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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