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A Case Study on the Impacts of Social Contexts on a Chinese English as a Foreign Language Learner’s L1 and L2 Identities Development

Informed by the poststructuralist theory, this study investigates the case of Ming, a Chinese professor of English, about the impacts of his first language (L1) and second language (L2) learning experience, and the changes of social contexts on his L1 and L2 identities construction. It was found tha...

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Autores principales: Xiao, Yuehai, Zhao, Angel
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8770975/
https://www.ncbi.nlm.nih.gov/pubmed/35069354
http://dx.doi.org/10.3389/fpsyg.2021.772777
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author Xiao, Yuehai
Zhao, Angel
author_facet Xiao, Yuehai
Zhao, Angel
author_sort Xiao, Yuehai
collection PubMed
description Informed by the poststructuralist theory, this study investigates the case of Ming, a Chinese professor of English, about the impacts of his first language (L1) and second language (L2) learning experience, and the changes of social contexts on his L1 and L2 identities construction. It was found that being a learner of English as a Foreign Language (EFL), Ming’s identities development aligned with the poststructuralist theory, in which it is considered dynamic, fluid and conflicting. Ming negotiated and renegotiated his identities in various social contexts in China and the United States and finally gained acceptance into the L2 academic community. This study not only analyzes Ming’s experience with his language learning and identities, but also unravels that conflicts may be part of the process of identities construction, and encourages learners to be persistent and emotionally resilient, while using certain strategies to retain a stable L1 identity so that they can navigate through the negative encounters during the second language acquisition (SLA) process to sustain the development of their identities and L2 abilities.
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spelling pubmed-87709752022-01-21 A Case Study on the Impacts of Social Contexts on a Chinese English as a Foreign Language Learner’s L1 and L2 Identities Development Xiao, Yuehai Zhao, Angel Front Psychol Psychology Informed by the poststructuralist theory, this study investigates the case of Ming, a Chinese professor of English, about the impacts of his first language (L1) and second language (L2) learning experience, and the changes of social contexts on his L1 and L2 identities construction. It was found that being a learner of English as a Foreign Language (EFL), Ming’s identities development aligned with the poststructuralist theory, in which it is considered dynamic, fluid and conflicting. Ming negotiated and renegotiated his identities in various social contexts in China and the United States and finally gained acceptance into the L2 academic community. This study not only analyzes Ming’s experience with his language learning and identities, but also unravels that conflicts may be part of the process of identities construction, and encourages learners to be persistent and emotionally resilient, while using certain strategies to retain a stable L1 identity so that they can navigate through the negative encounters during the second language acquisition (SLA) process to sustain the development of their identities and L2 abilities. Frontiers Media S.A. 2022-01-06 /pmc/articles/PMC8770975/ /pubmed/35069354 http://dx.doi.org/10.3389/fpsyg.2021.772777 Text en Copyright © 2022 Xiao and Zhao. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Xiao, Yuehai
Zhao, Angel
A Case Study on the Impacts of Social Contexts on a Chinese English as a Foreign Language Learner’s L1 and L2 Identities Development
title A Case Study on the Impacts of Social Contexts on a Chinese English as a Foreign Language Learner’s L1 and L2 Identities Development
title_full A Case Study on the Impacts of Social Contexts on a Chinese English as a Foreign Language Learner’s L1 and L2 Identities Development
title_fullStr A Case Study on the Impacts of Social Contexts on a Chinese English as a Foreign Language Learner’s L1 and L2 Identities Development
title_full_unstemmed A Case Study on the Impacts of Social Contexts on a Chinese English as a Foreign Language Learner’s L1 and L2 Identities Development
title_short A Case Study on the Impacts of Social Contexts on a Chinese English as a Foreign Language Learner’s L1 and L2 Identities Development
title_sort case study on the impacts of social contexts on a chinese english as a foreign language learner’s l1 and l2 identities development
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8770975/
https://www.ncbi.nlm.nih.gov/pubmed/35069354
http://dx.doi.org/10.3389/fpsyg.2021.772777
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