L2 Narrative Identity as Drama: Exploring Links between L2 Learning Experience and the Ideal L2 Self

Autor/in	Gillies, Hamish
Titel	L2 Narrative Identity as Drama: Exploring Links between L2 Learning Experience and the Ideal L2 Self
Quelle	In: TESL-EJ, 27 (2023) 1, (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Gillies, Hamish)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Drama; Self Concept; Second Language Learning; Second Language Instruction; Teaching Methods; Foreign Countries; Learning Motivation; English (Second Language); Learning Experience; Goal Orientation; Preservice Teachers; Elementary School Teachers; Teacher Education Programs; Undergraduate Students; Correlation; Language Teachers; Professional Identity; Japan + Suchen Sie Ihr Suchwort? Schauspiel; Selbstkonzept; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Motivation for studies; Lernmotivation; English as second language; English; Second Language; Englisch als Zweitsprache; Lernerfahrung; Zielorientierung; Zielvorstellung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Korrelation; Language teacher; Sprachunterricht
Abstract	Recent studies elaborating on the L2 learning experience component of the L2 Motivational Self System (Dörnyei, 2005, 2009), especially through a narrative identity perspective, mark a new direction in L2 motivation research. This paper extends this work by exploring the connection between the L2 learning experience and ideal L2 self components. Emerging from different theoretical origins, these components have proved difficult to reconcile. Especially in an EFL environment such as Japan, where learners may lack well-defined goals for their English learning beyond university entrance, investigations into the role of L2 learning experience in developing ideal L2 selves can offer practical value to both learners and teachers alike. Adopting an L2 narrative identity perspective (Dörnyei & Ryan, 2015), this study portrays the case of a Japanese pre-service elementary school teacher. Qualitative data was collected from her participation in an undergraduate English-through-drama course. Dramaturgical coding analysis revealed two interconnected L2 narrative dynamics related to her overarching ideal L2 self: one professional and one personal. Evidence is discussed for the tracing of these ideal L2 self-conceptualizations back to key episodes in her L2 learning experience. An important functional interrelation is suggested between L2 learning experience and the development of ideal L2 self-guides. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01