Using multimodal analysis to explore language learner identity construction

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This chapter focuses on the beliefs held by a group of university undergraduates (N = 159) in South Korea, majoring in subjects related to English (e.g. linguistics, literature), and the possible transformation(s) in their identities once they had learnt the language. To this end, the students produced two self-portraits, one showing what they were like before studying English and the other what they would look like after mastering it, both complemented with written commentaries. The study employed a multimodal analysis to examine how both visual and written elements constructed the formation and transformation of English learner identities. The fi ndings demonstrated how Korean students believed that the transformation would occur at multiple, often overlapping dimensions including psychological, physical, vocational, relational and experiential ones. The study suggests the use of multimodal analysis to be eff ective in capturing various complex dimensions that comprise the English learner identity and the meaning of learning English. © 2019 Paula Kalaja, Silvia Melo-Pfeifer and the authors of individual chapters.
Publisher
Channel View Publications
Issue Date
2019-03
Language
English
Article Type
Book Chapter
Citation

Visualising Multilingual Lives, no.8, pp.134 - 150

DOI
10.21832/9781788922616-012
URI
http://hdl.handle.net/10203/275799
Appears in Collection
HSS-Journal Papers(저널논문)
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