ESP Reading Literacy and Reader Identity: A Narrative Inquiry into a Learner in Taiwan

Autor/inn/en	Lee, Beryl Chinghwa; Chern, Chiou-lan
Titel	ESP Reading Literacy and Reader Identity: A Narrative Inquiry into a Learner in Taiwan
Quelle	In: Journal of Language, Identity, and Education, 10 (2011) 5, S.346-360 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2011.614547
Schlagwörter	Communities of Practice; Foreign Countries; English for Special Purposes; Reading Skills; English (Second Language); Second Language Learning; Self Concept; Sampling; Interviews; Accountability; Correlation; Language Proficiency; Language Teachers; Consciousness Raising; Personal Narratives; Language Usage; Native Language; Chinese; Graduate Students; Asians; Taiwan + Suchen Sie Ihr Suchwort? Community; Ausland; Reading skill; Lesefertigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Selbstkonzept; Interviewing; Interviewtechnik; Verantwortung; Korrelation; Language skill; Language skills; Sprachkompetenz; Language teacher; Sprachunterricht; Bewusstseinsbildung; Erlebniserzählung; Sprachgebrauch; China; Chinesen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Asian; Asiat; Asiatin; Asiaten; Asiate
Abstract	This study aims to investigate whether English for Specific Purposes (ESP) reading relates to English as a foreign language (EFL) learners' identity and how they relate to each other if there is a link between the two. Via purposeful sampling, an experienced Taiwanese ESP reader in her 40s was recruited and received three life-story interviews. Borrowing Wenger's (1998) notion of social identity, the participant's ESP reading history is examined along (a) mutuality of engagement, (b) accountability to an enterprise, and (c) negotiability of a repertoire. The results show that ESP reading is tightly interwoven with the three dimensions. It is therefore determined that the two are related. Moreover, it is found they are highly interdependent and correlated as the participant's ESP reading proficiency varies with her positions in the communities of practice. Pedagogical implications relate to the need for teachers and ESP readers to raise their awareness of the learners' literate identities. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10