Identities and Beliefs across Time and Space: A Case Study of a University Student's Second Language Learning Trajectory

Autor/in	Sung, Chit Cheung Matthew
Titel	Identities and Beliefs across Time and Space: A Case Study of a University Student's Second Language Learning Trajectory
Quelle	In: Australian Review of Applied Linguistics, 44 (2021) 3, S.265-288 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sung, Chit Cheung Matthew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
Schlagwörter	Case Studies; Second Language Learning; Second Language Instruction; Self Concept; Student Attitudes; English (Second Language); Learning Processes; Correlation; Native Speakers; Peer Relationship; College Students; Decision Making; Personal Autonomy; Teacher Student Relationship; Tutors + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Zweitsprachenerwerb; Fremdsprachenunterricht; Selbstkonzept; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Learning process; Lernprozess; Korrelation; Muttersprachler; Peer-Beziehungen; Collegestudent; Decision-making; Entscheidungsfindung; Individuelle Autonomie; Teacher student relationships; Lehrer-Schüler-Beziehung; Förderlehrer; Lehrender; Tutor
Abstract	This paper presents a case study of a Hong Kong university student's experiences of learning English as a second language (L2) over a four-year period, with particular attention to the changes in her identities and beliefs across time and space. Drawing on a narrative inquiry approach, the study revealed that the student's L2 identities appeared to be shaped by specific contextual conditions and agentic choices made by the student in response to different contexts, including consultation sessions with native English-speaking tutors, study abroad in the U.S., interactions with non-native English-speaking peers, and classroom interactions. It was also found that her L2 identities and beliefs not only varied over time in a complex and dynamic manner, but also appeared to be closely interconnected and interacted with each other in a reciprocal and bi-directional manner. The case study points to the need to pay more attention to the complex and dynamic interrelationship between identity and belief in L2 learning trajectories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01