The Social Identity and Investment of Learners in an Adult EFL Program －A Case Study of Three Korean Learners
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This study leverages “Investment Theory” (Norton, 1995) to investigate English as a foreign language (EFL) when it comes to the social identity and investment of learners in an adult EFL program in South Korea. Using triangulation, this study examines how three Korean learners negotiated their social identity and English learning with regards to language investment. The data were collected via class observations, semi-structured interviews, and the EFL program’s class attendance sheet, from October 2019 to February 2020. The findings revealed that EFL learners’ social identity and investment, which can be negotiated and constructed over time, are diversified and changeable through the process of learning English. Lacking the daily language environment of English as a second language, EFL learners start learning English at school. As a result, a learner’s first English learning-related social identity is one that involves examinations and/or tests, while other social identities (e.g., those of a traveler, teacher, worker, volunteer, etc.) follow over time. When negotiating a learner’s foreign language learning, diverse social identities help promote language investment. Finally, implications for formal foreign language learning pedagogy are discussed within this study.
Abstract
This study leverages “Investment Theory” (Norton, 1995) to investigate English as a foreign language (EFL) when it comes to the social identity and investment of learners in an adult EFL program in South Korea. Using triangulation, this study examines how three Korean learners negotiated their social identity and English learning with regards to language investment. The data were collected via class observations, semi-structured interviews, and the EFL program’s class attendance sheet, from October 2019 to February 2020. The findings revealed that EFL learners’ social identity and investment, which can be negotiated and constructed over time, are diversified and changeable through the process of learning English. Lacking the daily language environment of English as a second language, EFL learners start learning English at school. As a result, a learner’s first English learning-related social identity is one that involves examinations and/or tests, while other social identities (e.g., those of a traveler, teacher, worker, volunteer, etc.) follow over time. When negotiating a learner’s foreign language learning, diverse social identities help promote language investment. Finally, implications for formal foreign language learning pedagogy are discussed within this study.
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