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The identity, second language, and t...

Diamond, Joel S.

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The identity, second language, and the classroom dynamic: Participant observation in a beginning Korean as a second language classroom.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The identity, second language, and the classroom dynamic: Participant observation in a beginning Korean as a second language classroom./
作者:	Diamond, Joel S.
面頁冊數:	403 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3178.
Contained By:	Dissertation Abstracts International71-09A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3413160
ISBN:	9781124134833

The identity, second language, and the classroom dynamic: Participant observation in a beginning Korean as a second language classroom.
Diamond, Joel S.

The identity, second language, and the classroom dynamic: Participant observation in a beginning Korean as a second language classroom. - 403 p.

Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3178.

Thesis (Ph.D.)--Indiana University of Pennsylvania, 2010.

The goal of this qualitative study was to explore the nexus between second language acquisition, identity, and the beginning second language classroom. Using a social constructionist framework, the study utilizes ethnographic methodology incorporating both narrative and autoethnographic elements. Specifically the author acted as a participant observer in a beginning Korean language class at an American university and enlisted seven classmates as co-participants. Through the author's observations, participation, and interviews with the additional seven student participants, the role of identity is explored in the context of participant encounters with Korean as mediated by the classroom.

ISBN: 9781124134833Subjects--Topical Terms:

1018115
Education, Language and Literature.

The identity, second language, and the classroom dynamic: Participant observation in a beginning Korean as a second language classroom.
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245 1 4 $a The identity, second language, and the classroom dynamic: Participant observation in a beginning Korean as a second language classroom.
300 $a 403 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3178.
500 $a Adviser: Jeannine M. Fontaine.
502 $a Thesis (Ph.D.)--Indiana University of Pennsylvania, 2010.
520 $a The goal of this qualitative study was to explore the nexus between second language acquisition, identity, and the beginning second language classroom. Using a social constructionist framework, the study utilizes ethnographic methodology incorporating both narrative and autoethnographic elements. Specifically the author acted as a participant observer in a beginning Korean language class at an American university and enlisted seven classmates as co-participants. Through the author's observations, participation, and interviews with the additional seven student participants, the role of identity is explored in the context of participant encounters with Korean as mediated by the classroom.
520 $a The study treats identity as dynamic and socially constructed, discussing the relation between identity and second language acquisition in the classroom context, as reciprocal and evolving. The relationship is examined through the lens of various frameworks, among them various group and personal identity constructs such as self-concept, including academic self-concept, future selves, and community of practice.
520 $a A number of additional themes are identified as integral, including the roles of the language class group identity, of comparisons, of resistance and agency. A final theme, an analysis of the identity concerns related to one participant's late term withdrawal from the class, is additionally presented to shed additional light on the identity-second language-classroom nexus.
520 $a The final chapter moves beyond the analysis of the classroom data presented in earlier chapters, and presents some possibilities for their application, from a teaching perspective, in the second language classroom.
520 $a The study found a complex and nuanced set of relationships between identity, second language acquisition, and classroom. It demonstrates that language learning and teaching encompasses significantly more than a set of discrete points to be learned/acquired; those significant additional factors include individual learning styles and preferences, learner confidence, class group identity, communicative comfort level in using the second language, students' previous experiences and expectations based on those experiences, and the dynamics of participation as expressed through forms of agency, including resistance. The study's broad overall conclusion is that multiple identity-related factors are inseparable elements of the language acquisition process and therefore need to be addressed in every second language classroom.
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710 2 $a Indiana University of Pennsylvania. $b English. $3 1026395
773 0 $t Dissertation Abstracts International $g 71-09A.
790 1 0 $a Fontaine, Jeannine M., $e advisor
790 1 0 $a Gebhard, Jerry G. $e committee member
790 1 0 $a Deckert, Sharon K. $e committee member
790 $a 0318
791 $a Ph.D.
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