Siegel2015

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Siegel2015
BibType ARTICLE
Key Siegel2015
Author(s) Aki Siegel
Title Social epistemics for analyzing longitudinal language learner development
Editor(s)
Tag(s) EMCA, language learner development, epistemic stance, learner identity, conversation analysis
Publisher
Year 2015
Language English
City
Month
Journal International Journal of Applied Linguistics
Volume 25
Number 1
Pages 83–104
URL Link
DOI 10.1111/ijal.12052
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
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Abstract

Drawing on the notion of epistemic stance (Heritage 2013) and utilizing the analytical framework of Conversation Analysis, this study investigates the development of language learner identity from a longitudinal socio-interactional perspective and suggests an alternative perspective in analyzing L2 development. English as a lingua-franca interactions at a university dormitory in Japan were collected across 22 months between two participants with different L1s. Through the analysis of word search sequences, participants were found utilizing and managing claim of rights to the knowledge of language in constructing language expert or novice identities. Furthermore, these sequentially contingent positions were found negotiable and changeable, displaying learner identity and development as a co-constructed phenomenon. This study suggests social epistemics and identity as a framework for analyzing language learner development.

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