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Social epistemics for analyzing longitudinal language learner development
Author(s) -
Siegel Aki
Publication year - 2015
Publication title -
international journal of applied linguistics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.712
H-Index - 39
eISSN - 1473-4192
pISSN - 0802-6106
DOI - 10.1111/ijal.12052
Subject(s) - lingua franca , perspective (graphical) , linguistics , identity (music) , psychology , phenomenon , second language , social identity theory , language acquisition , sociology , epistemology , social psychology , computer science , mathematics education , artificial intelligence , social group , philosophy , physics , acoustics
Drawing on the notion of epistemic stance ( H eritage 2013) and utilizing the analytical framework of C onversation A nalysis, this study investigates the development of language learner identity from a longitudinal socio‐interactional perspective and suggests an alternative perspective in analyzing L 2 development. English as a lingua‐franca interactions at a university dormitory in J apan 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.