De Costa, P. I. (2011). Using language ideology and positioning to broaden the SLA learner beliefs landscape: The case of an ESL learner from China. System, 39(3), 347-358.
摘要:Departing from the view that learner beliefs are mental traits and in keeping with the discursive turn in SLA (Kalaja, 1995, 2003; Young, 2009), I argue that SLA learner beliefs research can be advanced through the use of two constructs -- language ideology and positioning -- that originate from linguistic anthropology and discursive psychology, respectively. Applying these two constructs to a year-long ethnographic case study based in a Singapore secondary school, I investigate how the language ideologies and positioning of a 16-year old immigrant ESL learner from China ultimately impacted her language learning outcomes. To illustrate this, I draw on audio-taped interview and video-taped interaction data involving her. This study supports the view that a contextual approach to examining learner beliefs affords a refined understanding of beliefs through an emic perspective. [Copyright Elsevier Ltd.]
关键词:applied linguistics, English as a second/foreign language learning, English as a Second Language Learning, Beliefs, Second Language Learning, Language Ideology, High School Students, Student Attitudes, Immigrants, Singapore