The Interplay of L2 Pragmatics and Learner Identity as a Social, Complex Process: A Poststructuralist Perspective

TESL-EJ. e-mail: [email protected]; Web site: http://tesl-ej.org

Y

27

Pragmatics; Second Language Learning; Second Language Instruction; English (Second Language); Self Concept; Preferences; Professional Identity; Case Studies; Decision Making; Foreign Countries; Teaching Methods; Role Playing; Student Attitudes; Speech Acts; Measures (Individuals); Undergraduate Students

1072-4303

In the poststructuralist view, just as language learners' sense of self-identity impacts their language learning choices, the learners' variable investment in social-cultural-political processes and discourse practices can dynamically influence their identity (re)constructions across time and space. This interpretive case study examined how 2 Iranian EFL learners' identity (re)positioning in a university context might influence their foreign/second language (L2) pragmalinguistic and sociopragmatic requestive choices. The employed mixed-method data-collection procedure comprised an identity questionnaire, classroom observations, role plays, stimulated recalls, and diaries. Results indicated that the male learner with an L2-oriented identity was still under the influence of his L1 identity projections in his pragmatic choices. Although his pragmalinguistic choices in the third scenario grew increasingly L2-like, L1 appropriacy preferences still persisted in his pragmatic production. Surprisingly, however, the initially L1-identity female learner progressively demonstrated more openness towards renegotiating a newer L2-inclined social identity and employing more L2-like sociopragmatic norms. Further theoretical or pedagogical implications are discussed.

As Provided

2021

EJ1302585