한국인 대학생의 영어학습 경험과 제2언어 자아 연구
Investigating Korean university students’ English language learning experience and L2 selves
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초록
This study explores how four Korean university students’ L2 (second language) selves differfrom and expand on their experiences of English language learning and use. It also investigatestheir own definitions of successful language learners. Research data were collected fromsemi-structured interviews, weekly journals and a self-assessment questionnaire. This studyfound three perceptions of four Korean university students’L2 selves as (un)successful: (1)After successfully experiencing TOEIC-taking success and necessary communicative skills, anought-to L2 self as unsuccessful was possibly transformed into an ideal L2 self as successful; (2)Whenhigh TOEIC scores were not successfully acquired, an ought-to L2 self was negativelyreinforced; and (3) the participants who have formed an ideal L2 self to communicate inauthentic English struggled to accept a newly constructed test-taker identity. It was found thattheir L2 selves have changed over time and space. The hegemonic mediation occurred betweenideal and ought-to L2 self when co-existing selves were in conflict, or in needs of negotiation.
Abstract
This study explores how four Korean university students’ L2 (second language) selves differfrom and expand on their experiences of English language learning and use. It also investigatestheir own definitions of successful language learners. Research data were collected fromsemi-structured interviews, weekly journals and a self-assessment questionnaire. This studyfound three perceptions of four Korean university students’L2 selves as (un)successful: (1)After successfully experiencing TOEIC-taking success and necessary communicative skills, anought-to L2 self as unsuccessful was possibly transformed into an ideal L2 self as successful; (2)Whenhigh TOEIC scores were not successfully acquired, an ought-to L2 self was negativelyreinforced; and (3) the participants who have formed an ideal L2 self to communicate inauthentic English struggled to accept a newly constructed test-taker identity. It was found thattheir L2 selves have changed over time and space. The hegemonic mediation occurred betweenideal and ought-to L2 self when co-existing selves were in conflict, or in needs of negotiation.
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