Japanese students’ emotional lived experiences in English language learning, learner identities, and their transformation

Journal article


Ng, Clarence. (2021). Japanese students’ emotional lived experiences in English language learning, learner identities, and their transformation. The Modern Language Journal. 105(4), pp. 810-828. https://doi.org/10.1111/modl.12739
AuthorsNg, Clarence
Abstract

The Vygotskian concept of perezhivanie, or emotional lived experience, was adopted to examine the learner identities of 2 Japanese university students in English language learning. Current studies on language learner identities have given analytic primacy to either psychological processes or social influences. In contrast, perezhivanie offers a holistic unit of analysis for examining simultaneous influences derived from internal and external realms on identity pursuits. Misaki and Hina participated in a 60-minute interview designed to understand their English learning experiences and how they made sense of them in school and university settings. In addition, a series of class observations—each followed by an informal interview—were conducted to examine their learning experiences in a conversational English course. Their reflective postings on the course online blog were also collected. The analytical process located identifiable instances of perezhivanie (perezhivaniya), based on participants’ memorable events or personally significant moments, and elaborated how these perezhivaniya brought forth different learner identities. Using the concept of perezhivanie, this study draws attention to a dynamic perspective on researching language-learner identities that foregrounds an identity-making process whereby students relived, refracted, and transformed through emotional–cognitive events or episodes characterized by complex transactions between the person and context.

Keywordsidentity; English as a second language; emotion; motivation; sociocultural theory; Japanese
Year2021
JournalThe Modern Language Journal
Journal citation105 (4), pp. 810-828
PublisherWiley
ISSN0026-7902
Digital Object Identifier (DOI)https://doi.org/10.1111/modl.12739
Scopus EID2-s2.0-85121155481
Page range810-828
FunderAustralian Research Council (ARC)
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online14 Dec 2021
Publication process dates
Accepted23 Aug 2021
Deposited17 Jan 2022
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDDP180102982
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