Authenticity of Identity and Second Language Learning

Autor/in	Wang, Ying
Titel	Authenticity of Identity and Second Language Learning
Quelle	In: SAGE Open, 11 (2021) 4, (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Ying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/21582440211068516
Schlagwörter	Self Concept; Second Language Learning; Second Language Instruction; Sociocultural Patterns; Social Environment; Learning Theories; Language Proficiency; Power Structure; Disadvantaged; Teaching Methods; Learning Processes; English (Second Language); Sino Tibetan Languages; Mandarin Chinese; Foreign Students; Student Attitudes; Classification; Language Attitudes; Educational Experience; Imagination; Foreign Countries; Native Language; China; Hong Kong + Suchen Sie Ihr Suchwort? Selbstkonzept; Zweitsprachenerwerb; Fremdsprachenunterricht; Soziokulturelle Theorie; Soziales Umfeld; Learning theory; Lerntheorie; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Classification system; Klassifikation; Klassifikationssystem; Sprachverhalten; Bildungserfahrung; Ausland; Hongkong
Abstract	This article focuses on authenticity of second language identity which has been at issue. Previous research of the authenticity of second language identity has revealed that second language identity may be inauthentic due to the impact from social context and the individual's competence and desires. The discussion in this article aims at exploring causes for the possible inauthenticity of second language identity further. The discussion is carried out in a theoretical framework consisting of "Sociocultural Identity Theory of Second Language Learning" and "Identity Theory." It is revealed that besides individual learners' insufficient second language proficiency to support their free expression, contributive factors include: their possible disadvantageous position in power relations in a second language context, the lack of immediate and realistic social context, and the possible imagined membership in the target language community in a foreign language context. Based on the discussion, suggestions are made for second language teaching and learning practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01