Japanese Students’ Emotional Lived Experiences in English Language Learning, Learner Identities, and Their Transformation
Bibliographic Data
| ID | 21360149 |
|---|---|
| Authors | Clarence Ng (0000-0003-2976-1762, Australian Catholic University Institute for Learning Sciences and Teacher Education, Brisbane Campus Level 4,229 Elizabeth Street Brisbane CBD QLD 4001 Australia, corresponding author) |
| Year | 2021 |
| Volume | 105 |
| Issue | 4 |
| Pages | 810-828 |
| Publication date | 2021-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Modern Language Journal (JOURNAL) |
| Journal identifiers | ISSN: 0026-7902 • E-ISSN: 1540-4781 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/modl.12739 |
| OpenAlex | W4200606337 |
| Language | EN |
| Citations received | 15 |
| References cited | 33 |
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
Class (philosophy) · Cognition · Context (archaeology) · Epistemology · Identity (music) · Language acquisition · Linguistics · Mathematics education · Pedagogy · Perspective (graphical) · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Psychology · Second Language Learning and Teaching · Social Psychology
The Relation Between Environment and Psychological Development
Paradox of placement policy
Learner perceptions of multiculturalism in English language classrooms
Impact of Self-Concept and Self-Efficacy on Foreign Language Learners in Online and Face-to-Face Learning Contexts in China
Negotiating family language policy
Students' perezhivaniya and engagement in English language learning
State monolingualism and its emotional impacts on multilingual identity construction
Turkish students' language‐learning perezhivanie , learner identities, and transformation of self
Hard-of-hearing language learners’ identities as developed through agentic self-positioning
First-Year Chinese College EFL Learners’ Identity Transformation Through Perezhivanie
Exploring Chilean EFL Student Teachers’ Development of Teacher Identity Through Perezhivanie
Perezhivanie and Multilingual Adolescents’ Development of School Belonging in Northern Ireland
The principle-practice gap
Sustaining imagined identities in imagined worlds
Assessing multilingual identity of Chinese university students
The Psychology of the Language Learner
Identity and Language Learning
Vygotsky and identity formation
Vygotsky, Mead, and the New Sociocultural Studies of Identity
The L2 motivational self system
Language learning motivation, self and identity
L2 Motivation and Multilingual Identities
An Indigenous Australian student's perezhivanie in reading and the evolvement of reader identities over three years
Vygotsky’s idea of Gestalt and its origins
Interpretative Phenomenological Analysis
Perezhivanie as a Theoretical Concept for Researching Young Children’s Development
Vygotsky's Stage Theory
Perezhivanie in the Light of the Later Vygotsky’s Spinozist Turn
Emotion at Work
Translating Perezhivanie into English
A Re-examination of Defining Moments in Vygotsky's Work and Their Implications for His Continuing Legacy
Possible selves
L2 motivation research 2005–2014
Language learner self-concept
The inseparability of cognition and emotion in second language learning
Identity and a Model of Investment in Applied Linguistics
Mind, Self, and Society
| Unique citing works | 15 |
|---|---|
| Citations per year | 3,75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |