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1、http:/ 留学生论文专业定制代写网站留学生Essay写作第二语言学习者身份协商对第二语言学习的影响AbstractThis article looks at how the issues of social identity have been examined and addressed in the field of second language acquisition(SLA).More specifically,it reviews selective empirical studies that investigated second language(L2)learnersn
2、egotiation of identity in various communities of practice and its impact on L2 learning.I review articles published since the rise of social turn in SLA in 1990s and address how the field has evolved in investigating identity issues in L2 learning.I begin with the construct of identity and the typic
3、al research methods employed to study identity and SLA followed by a broad discussion on the interrelationship between language and identity.I then deliberate in research examples of examining L2 learnersnegotiation of identity and its impact on L2 learning.Finally,I conclude with the pedagogical im
4、plications regarding the role of identity in L2 learning and teaching as well as future directions on identity and SLA research.Keywords:identity,L2 learning,communities of practice,social consequencesIntroductionFirth and Wagner(1997),though not explicitly,was the first article linking the concept
5、of identity issues to second language acquisition (SLA).In their article,Firth and Wagner challenged the narrow view of identity that had been discussed in most second language(L2)learning research,which were the native speakers(NS)identity and non-native speakers(NNS)identity.They asserted that NS
6、and NNS identity were only one facet of the various social identities(i.e.,teacher,colleague, father,stranger,and etc.),which may also play important roles in language learning.Later on,Gass(1998)called for the needs to establish the identity categories to L2 learning and she argued that while previ
7、ous SLA research studied L2 learners from a cognitive perspective which categorized L2 learners as fixed and binary terms such as motivated and unmotivated,introvert and extrovert,the sociocultural perspective viewed these dispositional characters as situated and may change in different contexts acr
8、oss time.Gass further argued that language learning theory and research needed to investigate the power struggles in the social worlds and in the target language community so as to better understand L2 learnerslinguistic behavior and performance within a certain social context.Since then,there has b
9、een a remarkable increase of studies conducted in investigating the interrelationship between learnerssocial identity and L2 learning(i.e.,Pavlenko&Blackedge, 2004;Miller,1999;Norton,1993).Language learning is never just about the language itself,for many people, perhaps the purpose of learning a ne
10、w language derives from their desire to change social world,to be accepted by other members,or to become more competitive in the society(Ortega,2009).Block(2003)also posited that language learning should be conceptualized as a social process in addition to the traditional view of cognitive process.T
11、he question then is:how does language learning take place through social interactions and whats the role of L2 learnersidentity in their language learning process and outcome?Drawing on identity and SLA literature,this paper discusses how the issues of identity started and evolved in the field of SL
12、A and more specifically,the way in which L2 learners negotiate and structure their identities through communities of practice and its impact on their investment in L2 learning.I begin with a brief discussion on the construct of identity and the typical research methods that have been employed in exa
13、mining identity and SLA.I then link language with identity and particularly discuss how linguistic forms are used by speakers to mediate and negotiate social identities(i.e.,Bourhis,Giles,&Lamber,1975).Next,I explore how L2 learners negotiate and transform their identity through different communitie
14、s of practice and its impacts on their motivation and investment in L2 learning.I further discussed more recent identity research emphasizing the role of learnersidentity in their development of specific language areas(i.e.,Polat&Schallert,2013).Finally,I conclude this paper with pedagogical implica
15、tions in aspect of L2 learners identity in L2 learning and teaching practice as well as future directions in the line of identity work in SLA.The construct of identityIn studying identity and language learning,many SLA scholars have put forward different terminologies for identity and conceptualized
16、 identity in a variety of ways.For instance,Hall(1995)used the term identification to presuppose the processual angle,while Weedon(1997)preferred subjectivities which she defined as“the conscious and unconscious thoughts and emotions of the individual,his or her sense of him-/herself and his/her ways of understanding his/her relation in the world(p.32)”. Davies and Harr(1999)employed positioning,as for them,identity was about an
