L2 Learner’s Identities and Gender in ESL and EFL Classroom Interaction
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Many studies have claimed that L2 learning is achieved by face-to-face interaction that provides comprehensible input and comprehensible output. Then, for learners to gain effective interaction in classroom and in the TL society, the learner's identity should be properly reflected. This paper is a review and an overall discussion of the SLA studies on the issues of identity and gender in SL and FL context. Therefore, in this paper, I focus on issues of language learner's identity(ies) and gender engaged in classroom interaction that drives learner's motivation and attitude that shifts in moment-to- moment. The discussion is based on the Norton's ‘multiple identities', Tajfel's ‘social identities', and Boxer and Cortes-Conde's ‘relational identities,' as well as the issues of learner's identities engaging gender in classroom interaction with pedagogical implication in classroom.
Abstract
Many studies have claimed that L2 learning is achieved by face-to-face interaction that provides comprehensible input and comprehensible output. Then, for learners to gain effective interaction in classroom and in the TL society, the learner's identity should be properly reflected. This paper is a review and an overall discussion of the SLA studies on the issues of identity and gender in SL and FL context. Therefore, in this paper, I focus on issues of language learner's identity(ies) and gender engaged in classroom interaction that drives learner's motivation and attitude that shifts in moment-to- moment. The discussion is based on the Norton's ‘multiple identities', Tajfel's ‘social identities', and Boxer and Cortes-Conde's ‘relational identities,' as well as the issues of learner's identities engaging gender in classroom interaction with pedagogical implication in classroom.
참고문헌 (20)
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