語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Place, Identity, and Language Learni...
~
Harper, Daniel Scott.
FindBook
Google Book
Amazon
博客來
Place, Identity, and Language Learning: The Transformative Role of Place-based English Language Instruction.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Place, Identity, and Language Learning: The Transformative Role of Place-based English Language Instruction./
作者:
Harper, Daniel Scott.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:
173 p.
附註:
Source: Dissertations Abstracts International, Volume: 80-04, Section: A.
Contained By:
Dissertations Abstracts International80-04A.
標題:
Linguistics. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10839910
ISBN:
9780438386747
Place, Identity, and Language Learning: The Transformative Role of Place-based English Language Instruction.
Harper, Daniel Scott.
Place, Identity, and Language Learning: The Transformative Role of Place-based English Language Instruction.
- Ann Arbor : ProQuest Dissertations & Theses, 2018 - 173 p.
Source: Dissertations Abstracts International, Volume: 80-04, Section: A.
Thesis (Ph.D.)--The University of Memphis, 2018.
This item must not be sold to any third party vendors.
This study examines the intersections of place and second language learning. Learner identity has been found to be an important construct in second language learning. In recent years, place and space have become central topics in the study of sociolinguistics and identity. One area of place and language that has not been studied in depth, however, is whether place plays a role in second language learning. This study begins to fill this gap by examining the second language learning experiences of thirteen Japanese study abroad students who were enrolled in an eight-week, content-based language course. The content of the course focused on the history and culture of the city in which the course was offered, Memphis, Tennessee. This study demonstrates that the students formed place attachments to the city, that these attachments led to identity shifts, and that the students' identity shifts affected their language behavior, identities, and future trajectories. Thirteen Japanese university students between the ages of 18 and 19 took part in the study. Data collection included interviews with students taking the class in 2016 and course alumni from 2012 - 2015, their social media posts, class blog posts, classwork, and their photographs of Memphis served as the sources of data for this multi-modal study. The participant-provided photographs were also used as an interview elicitation tool. Findings from this study contribute to an understanding of the complexities of place, identity, and language learning. Whereas prior work has pointed to the social capital that can be gained through investment in a second language, this study suggests that investment in place can also lead to gains in social capital. The study also shows that when language learners engage with the history and culture of a place such as Memphis, where racial violence has played such a significant role, that place factors into their future trajectories. Specifically, the participants constructed good language learner and global citizen identities. These findings reveal the power of a place-based curriculum that offers language learners the experience of a fuller spectrum of place and thereby facilitates the difficult work involved in constructing and orienting identity.
ISBN: 9780438386747Subjects--Topical Terms:
524476
Linguistics.
Place, Identity, and Language Learning: The Transformative Role of Place-based English Language Instruction.
LDR
:03377nmm a2200325 4500
001
2209144
005
20191025102842.5
008
201008s2018 ||||||||||||||||| ||eng d
020
$a
9780438386747
035
$a
(MiAaPQ)AAI10839910
035
$a
(MiAaPQ)memphis:10106
035
$a
AAI10839910
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Harper, Daniel Scott.
$3
3436223
245
1 0
$a
Place, Identity, and Language Learning: The Transformative Role of Place-based English Language Instruction.
260
1
$a
Ann Arbor :
$b
ProQuest Dissertations & Theses,
$c
2018
300
$a
173 p.
500
$a
Source: Dissertations Abstracts International, Volume: 80-04, Section: A.
500
$a
Publisher info.: Dissertation/Thesis.
500
$a
Advisor: Fogle, Evelyn W.
502
$a
Thesis (Ph.D.)--The University of Memphis, 2018.
506
$a
This item must not be sold to any third party vendors.
520
$a
This study examines the intersections of place and second language learning. Learner identity has been found to be an important construct in second language learning. In recent years, place and space have become central topics in the study of sociolinguistics and identity. One area of place and language that has not been studied in depth, however, is whether place plays a role in second language learning. This study begins to fill this gap by examining the second language learning experiences of thirteen Japanese study abroad students who were enrolled in an eight-week, content-based language course. The content of the course focused on the history and culture of the city in which the course was offered, Memphis, Tennessee. This study demonstrates that the students formed place attachments to the city, that these attachments led to identity shifts, and that the students' identity shifts affected their language behavior, identities, and future trajectories. Thirteen Japanese university students between the ages of 18 and 19 took part in the study. Data collection included interviews with students taking the class in 2016 and course alumni from 2012 - 2015, their social media posts, class blog posts, classwork, and their photographs of Memphis served as the sources of data for this multi-modal study. The participant-provided photographs were also used as an interview elicitation tool. Findings from this study contribute to an understanding of the complexities of place, identity, and language learning. Whereas prior work has pointed to the social capital that can be gained through investment in a second language, this study suggests that investment in place can also lead to gains in social capital. The study also shows that when language learners engage with the history and culture of a place such as Memphis, where racial violence has played such a significant role, that place factors into their future trajectories. Specifically, the participants constructed good language learner and global citizen identities. These findings reveal the power of a place-based curriculum that offers language learners the experience of a fuller spectrum of place and thereby facilitates the difficult work involved in constructing and orienting identity.
590
$a
School code: 1194.
650
4
$a
Linguistics.
$3
524476
650
4
$a
English as a Second Language.
$3
3423938
690
$a
0290
690
$a
0441
710
2
$a
The University of Memphis.
$b
English.
$3
3426709
773
0
$t
Dissertations Abstracts International
$g
80-04A.
790
$a
1194
791
$a
Ph.D.
792
$a
2018
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10839910
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9385693
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入