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Social epistemics for analyzing longitudinal language learner development
Rikkyo University, Japan.ORCID-id: 0000-0001-9268-6481
2015 (engelsk)Inngår i: International Journal of Applied Linguistics, ISSN 0802-6106, E-ISSN 1473-4192, Vol. 25, nr 1, s. 83-104Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Drawing on the notion of epistemic stance (Heritage 2013) and utilizing the analytical framework of Conversation Analysis, this study investigates the development of language learner identity from a longitudinal socio‐interactional perspective and suggests an alternative perspective in analyzing L2 development. English as a lingua‐franca interactions at a university dormitory in Japan were collected across 22 months between two participants with different L1s. Through the analysis of word search sequences, participants were found utilizing and managing claim of rights to the knowledge of language in constructing language expert or novice identities. Furthermore, these sequentially contingent positions were found negotiable and changeable, displaying learner identity and development as a co‐constructed phenomenon. This study suggests social epistemics and identity as a framework for analyzing language learner development.

sted, utgiver, år, opplag, sider
Hoboken, NJ: John Wiley & Sons, 2015. Vol. 25, nr 1, s. 83-104
Emneord [en]
language learner development, epistemic stance, learner identity, conversation analysis
HSV kategori
Forskningsprogram
Humaniora
Identifikatorer
URN: urn:nbn:se:lnu:diva-80926DOI: 10.1111/ijal.12052Scopus ID: 2-s2.0-84924119672OAI: oai:DiVA.org:lnu-80926DiVA, id: diva2:1293101
Tilgjengelig fra: 2019-03-03 Laget: 2019-03-03 Sist oppdatert: 2019-04-08bibliografisk kontrollert

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