ERIC Number: EJ1302585
Record Type: Journal
Publication Date: 2021-May
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1072-4303
EISSN: N/A
The Interplay of L2 Pragmatics and Learner Identity as a Social, Complex Process: A Poststructuralist Perspective
Mirzaei, Azizullah; Parhizkar, Reza
TESL-EJ, v25 n1 May 2021
In the poststructuralist view, just as language learners' sense of self-identity impacts their language learning choices, the learners' variable investment in social-cultural-political processes and discourse practices can dynamically influence their identity (re)constructions across time and space. This interpretive case study examined how 2 Iranian EFL learners' identity (re)positioning in a university context might influence their foreign/second language (L2) pragmalinguistic and sociopragmatic requestive choices. The employed mixed-method data-collection procedure comprised an identity questionnaire, classroom observations, role plays, stimulated recalls, and diaries. Results indicated that the male learner with an L2-oriented identity was still under the influence of his L1 identity projections in his pragmatic choices. Although his pragmalinguistic choices in the third scenario grew increasingly L2-like, L1 appropriacy preferences still persisted in his pragmatic production. Surprisingly, however, the initially L1-identity female learner progressively demonstrated more openness towards renegotiating a newer L2-inclined social identity and employing more L2-like sociopragmatic norms. Further theoretical or pedagogical implications are discussed.
Descriptors: Pragmatics, Second Language Learning, Second Language Instruction, English (Second Language), Self Concept, Preferences, Professional Identity, Case Studies, Decision Making, Foreign Countries, Teaching Methods, Role Playing, Student Attitudes, Speech Acts, Measures (Individuals), Undergraduate Students
TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A