The Effects of Study Abroad on Second Language Identities and Language Learning

Yurtdışında öğrenim görmenin, bireylerin dil yeterliliklerini ve farklı kültürlere uyum sağlayabilme yeteneklerini geliştirmeye ilişkin kazanımlarına yönelik bir çok çalışma bulunmaktadır. Ancak alanyazında, sözü edilen benzer yurtdışı eğitim programlarının katılımcıların ikinci dil kimlikleri üzerindeki etkisini inceleyen çalışmalara sıklıkla rastlanılmamaktadır. Block (2007) ikinci dil kimliğini, yani kişilerin ikinci dil kullanımı aracılığıyla oluşturulmuş bireysel kimliklerini, hedef dil (HD)-odaklı özne konumlamanın ortaya konması olarak tanımlamıştır. Bu çalışmada, üç veya dört haftalık biryurtdışı eğitim programına katılan üç Japon öğrencinin ikinci dil kimliği yapılandırma süreçleri incelenmiştir. Çalışma, üç öğrencinin sözel olarak verdiği nitel verilere dayanmaktadır. İkinci dil kimliğinin iki ana özelliği şu şekilde tanımlanabilir: (1) İngilizceyi öğrenme ve kullanmaya yönelik davranışlarda HD- odaklı değişimler (2) HD-odaklı öz-aydınlanma: istek [özlem]. Çalışmanın bulguları, katılımcıların, ikinci dil kimliklerini kendilerinin yapılandırdıklarını göstermektedir. Katılımcıların İngilizceyi öğrenmede ve kullanmada etkin bir rol almaya başladıkları görülmüş, ve bu etkinin ülkelerine/evlerine dönmelerinden sonra da devam ettiği gözlemlenmiştir. Bunlara ek olarak çalışma, sosyal etkileşimde adaletsiz güç ilişkileri (Norton, 2000, p.5) olmadığı sürece, dil öğrenenlerin geliştirmeyi planladıkları ikinci dil kimliklerini uygun bir şekilde yapılandırabildiklerini göstermiştir. Bunun bir sonucu olarak katılımcılar dilbilimsel çözümleme ve bağlamsal dilbilim konusunda farkındalık geliştirmişlerdir.

Yurtdışı Eğitimin İkinci Dil Kimliği ve Dil Öğrenimi Üzerindeki Etkileri

There are numerous studies on the improvement of language proficiency and adaptability to different cultures through study abroad. However,there is a paucity of research on study abroad of Japanese students per se, not to mention the fact that there are even fewer studies on identities that are formed through one s second language use, which is called second language identity, and language learning in study abroad contexts. Based on a narrative inquiry of three Japanese students who participated in three- or four-week study-abroad programs, this paper examines the construction of second language identity and language learning. A narrative approach was employed because it is shown to be an ideal tool for revealing the complexity of human behaviorand it analyses participants identity construction through oral accounts of their experiences. Data was collected through one-on- one and semi-structured interviews, in which the participants were asked to describe their study abroad experience. After collecting their statements, content analysis was conducted. The findings reveal that all participantsconstructed their second language identities. They become active in learning and using English by the interaction with local people and through self-enlightenment that was generated by encountering a person they admire, and this impact has lasted well since they returned home.Moreover, the study shows that when there are no inequitable relations of power in social interaction, language learners can favorably construct their second language identities that they want to project. As a result, they become aware of linguistic analysis or pragmatics at the same time.

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