Perspectives on Mediated L2 Learning during Study Abroad: Identity, Motivation, and Learning Strategies

View Sample PDF

Author(s): Kaishan Kong (University of Wisconsin – Eau Claire, USA)
Copyright: 2016
Pages: 26
Source title: Handbook of Research on Study Abroad Programs and Outbound Mobility
Source Author(s)/Editor(s): Donna M. Velliaris (Eynesbury Institute of Business & Technology, Australia)and Deb Coleman-George (University of Adelaide, Australia)
DOI: 10.4018/978-1-5225-0169-5.ch028

Keywords: Education / Higher Education / Information Science Reference

Purchase

View Perspectives on Mediated L2 Learning during Study Abroad: Identity, Motivation, and Learning Strategies on the publisher's website for pricing and purchasing information.

Abstract

Informed by multiple sociocultural and sociolinguistic conceptual frameworks that highlight the compelling implication of identity, motivation, and mediation in second language (L2) learning, this chapter examines how the sense of self and aspirations of multiple Chinese students have affected their strategies in L2 experiences during study abroad in the United States (US). Data sources included in-depth interviews, ethnographic observations, focus group discussion, social media posts and other documents. Within the specific study abroad context under discussion, substantial data from three focal participants divulged that multiple identities, self-positioning in imagined communities and motivation interacted with each other in mediating L2 learners' experience and investment selections. In other words, their feelings, sense of self and envisioned learning goals influenced and mediated their attitude and strategies in interacting with others.

The IRMA Community

Research IRM

Perspectives on Mediated L2 Learning during Study Abroad: Identity, Motivation, and Learning Strategies

Purchase

Abstract

Related Content

IRMA Sponsors