Picking Through Our Baggage: A Duoethnography of Japanese L2 Learning

IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Studies in Self-Access Learning Journal Pub Date : 2023-09-19 DOI:10.37237/1403007
Phillip A. Bennett, Daniel Hooper
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引用次数: 0

Abstract

Across our lifelong learning journeys, we encounter countless positive and negative experiences that come to shape our evolving perspectives. As language learning can certainly be viewed as a lifelong endeavor, this accrued emotional “baggage” (Falout et al., 2015) will conceivably affect the way we perceive the act of learning or, indeed, the target language itself. In this duoethnographic study, the authors, two learners of Japanese, explore the ways in which their attitudes towards language learning have been shaped by their historical life trajectories. The authors recorded critical conversations, took reflective notes, and collaboratively analyzed this data using reflexive thematic analysis. Through the juxtaposition of their backgrounds and unique struggles with Japanese, the authors attempted to engage in transformative dialogue that challenged established personal narratives and facilitated deeper self-understanding. Through this duoethnographic study, the authors discovered that their attitudes towards standardized testing and communicative proficiency in Japanese were profoundly shaped by historical and sociocultural factors that even predated their arrival in Japan. In a concluding discussion, some implications of this study, as well as duoethnography more broadly, were also examined by the authors.
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整理我们的包袱:日语第二语言学习的多民族志
在我们的终身学习之旅中,我们遇到了无数积极和消极的经历,这些经历塑造了我们不断发展的观点。由于语言学习当然可以被视为终身的努力,这种累积的情感“包袱”(Falout et al., 2015)将不可避免地影响我们对学习行为的看法,甚至影响目标语言本身的看法。在这项多民族志研究中,两位日语学习者的作者探讨了他们对语言学习的态度是如何被他们的历史生活轨迹所塑造的。作者记录了批判性对话,做了反思笔记,并使用反身性主题分析合作分析了这些数据。通过将他们的背景和与日本人的独特斗争并置,作者试图进行一场变革性的对话,挑战既定的个人叙事,促进更深层次的自我理解。通过这项多民族志研究,作者发现,他们对标准化考试和日语交际能力的态度深受历史和社会文化因素的影响,这些因素甚至在他们到达日本之前就已经存在。在最后的讨论中,作者还对本研究的一些含义以及更广泛的多元人种学进行了探讨。
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来源期刊
Studies in Self-Access Learning Journal
Studies in Self-Access Learning Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
50.00%
发文量
32
审稿时长
8 weeks
期刊最新文献
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