10. Identity, Motivation and Autonomy: A Tale of Two Cities

Chik, Alice; Breidbach, Stephan

doi:10.21832/9781847693747-011

Cited by 16 publications

(5 citation statements)

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“…Allowing learners to select and choose their preferred form of expression may enhance response rates and depth of engagement. Indeed, initial work with multimedia formats and media indicate promising directions for the future of the field of narrative in SLA for all three perspectives (see also Chik & Breidbach, 2011;Menezes, 2008). However, it is perhaps interesting to note that, even when given the choice, many of my students still select to write more traditional LLHs as a form of extended, personalised writing in English.…”

Section: Discussionmentioning

confidence: 99%

“…Finally, although LLHs traditionally represent a personal form of interaction between teacher and learner, if learners were happy to do so, there is great potential for learning by facilitating the exchange of learner histories between learners who can learn from each other and see for themselves the diverse ways of experiencing language learning (see also Chik & Breidbach, 2011). As Pavlenko (2007) points out, autobiographies have considerable reflective value for both writers and readers who can be encouraged to "imagine alternative ways of being in the world" (p. 180).…”

Section: From the Learner Perspectivementioning

confidence: 99%

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Working with language learner histories from three perspectives: Teachers, learners and researchers

Mercer

2013

SSLLT

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Recent developments in SLA, such as learner-centredness, social constructivism, the postmethod era, and complexity perspectives, have highlighted the need for more localized, situated understandings of teaching and learning and greater recognition of learner individuality and diversity. In this article, I suggest an effective way of meeting these needs is to employ learner histories. This powerful form of writing allows learners to use their L2 to engage in authentic, personally meaningful communication with others about their identities, experiences, perceptions and emotions related to their language learning histories. As a text type, they are able to facilitate a more holistic perspective of the learner's life and reveal the unique interconnections that an individual makes across various domains. They also enable the situated, contextualised and dynamic nature of their learning experiences to become apparent and provide learners with a genuine, motivating purpose for writing. Exploring data generated in Austria with tertiary-level EFL learners, I seek to illustrate some of the rich potential of these text types from three perspectives, namely, those of the teacher, learner and researcher.

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Section: Discussionmentioning

confidence: 99%

Section: From the Learner Perspectivementioning

confidence: 99%

Working with language learner histories from three perspectives: Teachers, learners and researchers

Mercer

2013

SSLLT

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“…For all these approaches, language learning histories are a fruitful source of information. First, autobiographical stories invite the disclosure of both social and emotional experiences (Benson & Nunan, 2005;Chik & Breidbach, 2011). Second, stories speak of time and change, revealing the inherent dynamism of language learning.…”

Section: Language Learning Histories and The Learner's Identitymentioning

confidence: 99%

“It’s impossible that there’s no connection”

Baum

2021

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Despite the growing interest in language learning histories, autobiographical reasoning, a central concept in narrative psychology, has rarely appeared in second language acquisition research, despite the fact that autobiographical reasoning has been found to be central to identity formation, correlating with resilience, motivation, and well-being. This article conducts a narrative analysis of the language learning histories of two English as a foreign language (EFL) student teachers, focusing on three qualities of their autobiographical reasoning: integration, valence, and vividness. It shows how differences in their autobiographical reasoning correlate with differences in their motivation and confidence. It also argues that production of language learning histories can contribute to the development of more confident and motivated learners and teachers.

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“…EFL learners tend to undergo identity construction in various forms (e.g. Chik and Breidbach, 2011;Lamb, 2011). Further, Wenger (1998) claimed that identity, definable as "how a person understands his or her relationship to the world, how that relationship is constructed across time and space, and how the person understands possibilities for the future" (Norton 2000: 5), is constructed in a sustained and dynamic way throughout one's life.…”

Section: Literature Reviewmentioning

confidence: 99%

‘Wicked’ use of English slang in relation to identity development in an elementary EFL classroom

Kang¹

2019

PortaLin

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This study examined how English slang is used and learnedby EFL learners in relation to identity construction. A Korean elementary sixth-grade classroom was ob-served ten times in a non-participant way. Additionally, the students and the teacher were in-terviewed in a semi-structured way, and the students were asked to write journals concerning their in-class learning of English. The outcomes indicated that many variables affected - in a complicated way - the learners’ use and learning of English slang in relation to identity construction. In particular, the processes of English slang use and learning varied depending on proficiency levels and types of classroom dyadic interaction. The teacher also influenced parts of such processes by instituting a practice of interpretation of learner identity in her classroom context. Based on the findings of the study, implications are suggested.

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10. Identity, Motivation and Autonomy: A Tale of Two Cities

Cited by 16 publications

References 0 publications

Working with language learner histories from three perspectives: Teachers, learners and researchers

Working with language learner histories from three perspectives: Teachers, learners and researchers

“It’s impossible that there’s no connection”

‘Wicked’ use of English slang in relation to identity development in an elementary EFL classroom

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