L2 Writer Identity

• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: Kyungja Ahn
• 간행물 정보: 『영어교육연구』제24권 1호, 1~21쪽, 전체 21쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2012.03.31

영문 초록

This case study examines diverse identities that an EFL student exhibited as she participated in a composition class at a South Korean university. The data include her writing assignments, peer reviews, final portfolio, an interview with her, and surveys as well as the course materials. The findings indicate that over the semester, the participant displayed her voice actively and invoked several identities as an English language explorer, language advice-giver, selfexpresser, and researcher. Among these identities, self-expresser and researcher emerged most frequently. The results show that EFL writers should not always be considered as deficient and in need of help, but rather as able to legitimately use English for their own purposes and to help others use English more appropriately. The findings imply that critical awareness of EFL writer identity issues is needed for teachers and students in EFL composition pedagogy. The results also suggest that L2 classes should provide students with ample opportunities to use the L2 for various communicative purposes and to reveal their multiple selves and voices. Further important pedagogical implications for L2 teachers and teacher educators as well as L2 students are discussed.

목차

I. INTRODUCTION

II. L2 WRITING AND IDENTITIES

III. METHODOLOGY

IV. FINDINGS

V. DISCUSSION AND CONCLUSION

REFERENCES

키워드

L2 writer identity EFL writer identity second language writing writing instruction