Fiction Writing and Second-Language Identity

AbstractMuch of the literature on study abroad outcomes focuses on language proficiency gains or on the influence of identity factors on opportunities for language learning. A smaller number of studies have looked at the influence of study abroad on participants' identities and have highlighted outcomes that might be placed under the heading of second language identity. Based on a review of this literature and a qualitative, narrative-based study of nine Hong Kong students participating in thirteen- and six-week study abroad programmes, this paper examines the construct of second language identity and its susceptibility to development in study abroad. Three main dimensions of second language identity are identified, related to (1) identity-related aspects of second language proficiency, or the ability to function as a person and express desired identities in a second language setting, (2) linguistic self-concept, or sense of self as a learner and user of the second language, and (3) second language-mediated aspects of personal competence. The study found that most of the students reported developments along all three of these dimensions, although there were variations among individuals that were related both to the duration of the programmes and individual goals and purposes.

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The Word Unit in Second Language Speech Production and Perception

Studies in Second Language Acquisition ◽

10.1017/s0272263100013437 ◽

1994 ◽

Vol 16 (4) ◽

pp. 381-411 ◽

Cited By ~ 21

Author(s):

James Emil Flege ◽

Murray J. Munro

Keyword(s):

Second Language ◽

Speech Production ◽

Voice Onset Time ◽

Onset Time ◽

Speech Acquisition ◽

Language Identity ◽

Phonetic Errors ◽

Early Learners ◽

Second Language Speech Production ◽

Entire Word

The purpose of this study, which focused on the wordtacoas spoken in Spanish and English, was to explore the word as a unit in second language (L2) speech acquisition. As expected, acoustic measurements revealed that Spanish and English monolinguals' renditions oftacodiffered systematically. It was also shown that the extent to which Spanish/English bilinguals approximated English phonetic norms for any one segment oftacowas correlated with their approximation for the other three segments, and that early learners differentiated Spanish versus Englishtacomore than did late learners. It also appeared that the bilinguals produced /t/ with less English-like voice onset time (VOT) values in Englishtacothan in other English words without a cognate in Spanish. In a perception experiment, listeners were able to identify the native language of Spanish and English monolinguals on the basis of their production oftaco. The listeners heard larger differences between Spanish and Englishtacotokens spoken by early than late learners of English L2. Two additional perception experiments assessed further the phonetic dimensions that listeners use to determine language identity and to gauge bilinguals' speech production accuracy. Listeners assigned to language identification and goodness rating tasks responded to acoustic information distributed over all four segments intaco, although the VOT of the word-initial /t/ appeared to be the single most important phonetic dimension. Taken together, the results of this study suggest that (a) bilinguals' accuracy in producing the various segments of a second language word may be interrelated and (b) in judging L2 speech, listeners respond to phonetic errors distributed over the entire word.

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Second language identity construction

The Cambridge Handbook of Second Language Acquisition ◽

10.1017/cbo9781139051729.015 ◽

2013 ◽

pp. 230-250 ◽

Cited By ~ 16

Author(s):

Elizabeth R. Miller ◽

Ryuko Kubota

Keyword(s):

Second Language ◽

Identity Construction ◽

Language Identity

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EMBRACING IDENTITIES IN SECOND LANGUAGE LEARNING: CURRENT STATUS AND FUTURE DIRECTIONS

Problems of Education in the 21st Century ◽

10.33225/pec/18.76.800 ◽

2018 ◽

Vol 76 (6) ◽

pp. 800-815

Author(s):

Lee Jin Choi

Keyword(s):

Second Language ◽

Language Learning ◽

Language Learners ◽

Second Language Learners ◽

School Administrators ◽

Current Status ◽

Future Directions ◽

Language Identity ◽

Conducting Research ◽

New Perspective

Despite increasing scholarly interest in language learners’ identities, little effort has been devoted to critically reviewing the latest research on second language learners’ identities and providing future directions for study. This recent increase in research then raises an important set of questions: (a) How have second language learners’ identities been portrayed and explained in empirical research?, (b) What are the general trends in language identity research, and what are the key factors that have driven such development?, and (c) What are the limitations of current studies and the future directions for research on second language learners’ identities? To answer the above questions, the paper critically reviewed and analyzed 109 major studies about second language learners’ identities since the 1990s. This critical review of current studies of second language learners’ identities aimed to address an important issue related to ESL/EFL students’ identity, which may be used to shape an international agenda on how to best support and meet the needs of these students. It also enables educators, school administrators, and policy makers at all levels to better understand the increasing number of second language learners and their multiple identities, as well as providing researchers a new perspective on conducting research in language learners’ identities.

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Urban English Learners’ Perceptions Towards the Influence of Second Language Identity on Employment Opportunities in Malaysia

Pertanika Journal of Social Sciences and Humanities ◽

10.47836/pjssh.29.1.02 ◽

2021 ◽

Vol 29 (1) ◽

Author(s):

Minder Kaur Parthaman Singh ◽

Jo Yee Liew ◽

Ching Sin Siau

Keyword(s):

Second Language ◽

Identity Development ◽

Language Proficiency ◽

English Learners ◽

English Language ◽

Photo Elicitation ◽

Employment Opportunities ◽

Language Identity ◽

Qualitative Research Design

The purpose of this study was to identify and investigate urban English learners’ perceptions towards their second language identity in Malaysia and the influence of the said identity on their employment opportunities in Malaysia. This research was an exploratory study that employed a qualitative research design. The data was analysed for second language identity development factors and participants’ perception on the influence of their English language identity on their employment opportunities. The second language identity development factors identified were personal, social, professional, educational and learning environment. These factors were found to have influenced the participants’ second language identity development. The participants’ perception on the influence of their English language identity on their employment opportunities were analysed and discussed. This study has implications for studies on English language proficiency and employment opportunities in Malaysia as well as providing English educators with a different outlook on the resources used to teach English learners. Recommendations for future studies include conducting a long-term project that involves participants noting down their narratives such as a photo-elicitation project, to use as data for furthering this research.

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