Dual Identity or Identity Duel: EFL Context Duality Force on Identity Aspects Formation Through Learners’ Self-Reflection

Esmaeel Ali  Salimi; Hadi Abedi

doi:10.17323/jle.2022.11303

Эсмаэль Али Салими Университет Алламе Табатабаи https://orcid.org/0000-0001-5432-9547
Хади Абеди Университет Алламе Табатабаи https://orcid.org/0000-0002-6922-2029

DOI: https://doi.org/10.17323/jle.2022.11303

Ключевые слова: двойственность среды, аспекты идентичности, саморефлексия, двойная идентичность, борьба идентичностей

Аннотация

Предпосылки исследования: Связь между средой и идентичностью имеет первостепенное значение для преподавания и изучения языка. Тем не менее, аспектам идентичности в различных условиях изучения английского языка как иностранного (EFL) уделяется мало внимания.

Цель: в данном исследовании рассматриваются аспекты идентичности учащихся, посещающих как государственные, так и частные курсы английского языка, с помощью самоанализа.

Методы: в данном исследовании использовались смешанные методы. Случайным образом было отобрано 128 студентов обоих полов, изучающих английский язык как иностранный (далее – EFL). Участники ответили на вопросы анкеты по аспектам идентичности, затем 23 студента были приглашены на последующее полуструктурированное интервью для триангуляции данных анкеты. В ходе исследования для сбора количественных данных проводился парный выборочный t-тест, а качественные данные подверглись тематическому анализу для извлечения и кодификации тем.

Результаты: результаты не выявили существенных различий в личных и реляционных аспектах идентичности в этих двух средах EFL, но показали различия в коллективных и социальных аспектах. Качественные данные показали, что учащиеся EFL одновременно принимают и приспосабливают некоторые идентичности, создавая и сохраняя их. Общая идентичность между двумя классами EFL в основном проявлялась в личных и реляционных аспектах, в то время как социальные и коллективные аспекты казались относительно разными. В этих двух классах EFL участники придерживались как индивидуалистических, так и коллективистских культурных характеристик. Однако они были более идиоцентричны в частных учебных заведениях английского языка и более социоцентричны в государственных средних школах. Обсуждение вопросов идентичности показало, что среда EFL влияет на процесс социализации. Индивидуумы позиционируют себя в среде в соответствии с их общей идентичностью, в то время как различные идентичности заставляют их формировать или принимать новые идентичности.

Выводы: результаты могут помочь преподавателям английского языка как иностранного и исследователям расширить свое представление об идентичности изучающих язык в различных условиях EFL.

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