직장인 성인학습자인 교육대학원 신입생의 학습경험을 통한 자아정체성 형성 과정 탐색

강경리(Kang, Kyunglee) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.20

본 연구의 목적은 안드라고지 이론을 토대로 직장인 성인학습자인 교육대학원 신입생의 학습경험을 통한 자아정체성 형성 과정을 탐색하는 것이다. 이를 위해 경기도 소재 D 대학교 교육대학원 신입생인 직장인 성인학습자 11명을 대상으로 성찰일지 작성하기와 심층면담을 실시하였다. 수집된 자료는 기술적 현상학 방법을 적용하여 분석하였다. 연구 결과는 다음과 같다. 첫째, 직장인 성인학습자의 교육대학원에 서의 학습경험 시작의 맥락은 지속적인 자기 개발 과정, 직장 업무와 관련하여 의미 찾기, 직장 업무에서 도전하기로 나타났다. 직장인 성인학습자의 교육대학원에서의 학습경험 시작의 맥락에서 자아정체성 단계는 자아정체성 유예(identity moratorium) 단계로 나타났다. 둘째, 직장인 성인학습자의 교육대학원에서의 학습경험 과정의 맥락은 인생의 가치 추구하기, 사람들의 격려받기, 교사에 대한 소명의식 갖기, 교사가 되기 위한 의무과정 이수하기로 나타났다. 직장인 성인학습자의 교육 대학원에서의 학습경험 과정의 맥락에서 이와 같은 학습 동기는 중요한 역할을 하는 것으로 나타났다. 셋째, 직장인 성인학습자의 교육대학원에서의 학습경험 성찰의 맥락은 학업에 임하는 자세에 대한 성찰, 학우들의 태도에 대한 성찰, 수업 내용과 방법에 대한 성찰, 직장 업무에 대한 성찰로 나타났다. 직장인 성인학습자의 교육대학원에서의 학습경험 성찰의 맥락에서 자아정체성 단계는 자아정체성 성취(identity achievement status) 단계로 나타났다. 이러한 과정에서 자신의 역할에 따른 대인 역할기대, 시간이 경과함에 따른 안정성, 타인과의 상호작용을 통한 대인관계, 미래에 대한 목표지향성, 자신을 받아들일 수 있는 정도를 나타내는 자기수용 등과 같은 자 아정체성을 형성하게 되는 것으로 나타났다. 이상의 연구 결과를 바탕으로 직장인 성인학습자인 교육대학원 신입생의 자아정체성을 형성 할 수 있는 교육대학원의 역할에 대한 시사점을 제안하였다. The purpose of this study is to explore the formation process of ego-identity based on the andragogy through learning experiences of freshman graduate students who are office worker adult learners. For this purpose, 11 adult learners who are freshman students of D university graduate school of education in Gyeonggi do were interviewed and in-depth interviews were conducted. The collected data were analyzed by applying the descriptive phenomenology method. The results of the study are as follows. First, the office worker adult learners learning experience in the graduate school of education began in the context of continuous self development, finding meaning in the workplace and challenging everyday life. In the context of the beginning of learning experiences of office worker adult learners in the graduate school of education, the stage of self-identity appeared as identity moratorium stage. Second, the office worker adult learners learning experience process in the graduate school of education appeared as the pursuit of value of life, support of the people, a calling ceremony for the teacher, and mandatory process to become the teacher. The learning motivation of office worker adult learners plays an important role in the process of the formation of self-identity. Third, the office worker adult learners formation of self-identity through the learning experience in the graduate school of education appeared in the reflection on attitude to study, reflection through attitudes of the students, reflection through class contents and methods, and reflection through the connection learning with workplace. In this process of reflection, the role of the interpersonal role according to his/her role, stability over time, interpersonal relationship through interaction with others, goal orientation toward the future, self-acceptance are formated and finally experience the identity achievement status stage. Based on the results of this study, I suggest implications for the role of the graduate school of education which can form the self-identity of the freshman student who are office worker adult learners.

"I can become a better me": An Exploratory Study of Second Language Learner Identity

( Seung Gyoung Paik· ),( Shin Hye Kim ) 글로벌영어교육학회(구 호남영어교육학회) 2011 Studies in English education Vol.16 No.1

Drawing on notions of Learner identity, investment, and imagined communities (Norton, 1995, 2000) in the sociocultural approach to Learner motivation, the present study explores Korean secondary school students` identities and contextual factors involved in the Learning process. Interviews were conducted with twenty students regarding their relationships with English and their desire to use English. Three salient learner identities were observed: test takers, professional career persons, and global citizens. Findings show that the current identities of the Learners were Limited to test takers due to the contextual constraints placed on them by the college entrance examination. However, they extended their imagined communities to include career persons and global citizens recognizing English as an important tool for gaining access to their imagined communities. Findings indicate that Learner motivation is closely related to how the learners identify themselves in the second Language process, which is also highly affected by the sociocultural context in which Learners are situated. This paper highlights the importance of Learners` envisioning their desired communities as a means to sustain their investment and participation in the Learning process.

Teasing as an Interactional Resource for Humor and Identity Construction in Language Learner Interactions

류혜경 담화·인지언어학회 2010 담화와 인지 Vol.17 No.1

Ryoo, Hye-Kyung. 2010. Teasing as an interactional resource for humor and identity construction in language learner interactions. Discourse and Cognition 17.1, 21-44. This paper describes the process of identity construction of the nonnative speaker learners of English through teasing. The study is based on a close examination of the talk-in-interaction in learner-learner small group discussion activities. The analysis of sequentially developing turns of talk in teasing action revealed that the learners enacted their nonnative speaker identity as an interactional resource in collaboratively constructing teasing actions. It was found that the learners' teasing each other on their second language difficulties played a role of making otherwise stressful second language use situations a relaxing and friendly environment through evoking a playful situational frame. Based on the findings, this paper argues for the positive role of teasing for the language learners to attend to their language mistakes and errors in a less stressful environment. (Daegu University)

The Social Identity and Investment of Learners in an Adult EFL Program -A Case Study of Three Korean Learners

Guo, Wenyan,김정인 한국교양교육학회 2021 교양교육연구 Vol.15 No.2

This study leverages “Investment Theory” (Norton, 1995) to investigate English as a foreign language (EFL) when it comes to the social identity and investment of learners in an adult EFL program in South Korea. Using triangulation, this study examines how three Korean learners negotiated their social identity and English learning with regards to language investment. The data were collected via class observations, semi-structured interviews, and the EFL program’s class attendance sheet, from October 2019 to February 2020. The findings revealed that EFL learners’ social identity and investment, which can be negotiated and constructed over time, are diversified and changeable through the process of learning English. Lacking the daily language environment of English as a second language, EFL learners start learning English at school. As a result, a learner’s first English learning-related social identity is one that involves examinations and/or tests, while other social identities (e.g., those of a traveler, teacher, worker, volunteer, etc.) follow over time. When negotiating a learner’s foreign language learning, diverse social identities help promote language investment. Finally, implications for formal foreign language learning pedagogy are discussed within this study.

두 가지 영어 사이에서

김신혜(Kim, Shinhye) 계명대학교 사회과학연구소 2016 한국사회과학연구 Vol.35 No.1

최근 제 2언어 학습이론은 사회적 경향(Block, 2007)을 반영하여 학습동기와 학습자 정체성과의 관계에 관심을 가지게 되었다. 이전의 제 2언어 학습동기 연구는 주로 학습동기가 높은 학습자와 동기가 낮은 학습자의 특징을 파악하고 학습동기와 목표어 성취도 간에 어떠한 상관관계가 있는지 밝히는데 초점을 두었다. 그러나 이러한 인지주의적 접근은 학습자가 처해있는 사회적 상황을 고려하지 않았다는 점에 대한 비판이 제기되면서 사회문화적 맥락이 학습동기에 미치는 영향에 초점을 둔 연구가 시작되었다. 따라서 본 연구는 Norton(2000)의 상상적 정체성(imagined identities)과 투자(investment)의 개념을 바탕으로 대학생 영어 학습자들의 경험과 학습동기 및 정체성 형성과정을 분석하는데 목적을 두었다. 자료 수집을 위해 영어 캠프 프로그램에 참여한 대학생 28명을 대상으로 인터뷰를 실시하였다. 자료 분석 결과 이들 학습자들은 시험을 위한 영어와 의사소통을 위한 영어라는 두 가지 학습목표 사이에서 갈등함을 보여주었다. 두 가지 목표 사이의 갈등은 학습자들의 학습동기 및 학습활동 참여도에 영향을 미친다. 시험 성적에 대한 부담이 학습자들의 정체성 형성에 큰 영향을 미치는 요인으로 작용하지만 동시에 연구 참여자들은 자신이 성공적인 의사소통을 하는 모습을 상상적 정체성으로 형성한다. 본 연구 결과는 제 2언어 학습이 단순히 언어적 구조를 학습하는 것을 의미 하는 것이 아니라 학습자의 정체성에 대한 투자를 하는 과정이며, 제 2언어를 통해 획득하고자 하는 상상적 정체성이 제 2언어 학습동기에 영향을 미침을 보여준다. Reflecting a “social turn” (Block, 2007) in second language acquisition research, recent L2 motivation theories have paid attention to the relationship between learner motivation and L2 learner identity. Previous L2 motivation studies have mainly focused on describing characteristics of motivated or demotivated learners without looking into the learning contexts in which learners were located. Drawing on the concepts of imagined identities and investment (Norton, 2000), the present study attempted to describe the characteristics of Korean college students’ learning experience, and their relationship with English learning motivation and learner identity construction. Data were collected through interviews with twenty eight Korean college students of mixed levels who participated in the intensive English camp program. Findings show that the participants’ English learning experience at college can be characterized as their struggle to meet the two seemingly conflicting goals of learning English: studying for tests and studying for communication skills. The conflicts and tension between the two different goals influenced their levels of motivation and participation in learning activities. The learners’ current identities were mostly defined by the test scores while they pursued their imaged identity as an effective communicator. The findings suggest that the second language learning does not simply mean acquiring linguistic features but it means investment for learners’ imagined identities that learners wish to accomplish by obtaining proper second language proficiency

대학 글쓰기 교육에서 단계별 협력학습 방안

유옥순(Yoo Oksoon) 동아인문학회 2021 동아인문학 Vol.55 No.-

이 연구는 대학 글쓰기 교육에서 학습자 중심의 협력학습이 학습공동체에 긍정적인 상호작용을 촉진시켜 소통 역량을 높일 수 있는 교수학습 방안을 모색하고자 한다. 이를 위한 교수학습 전략은 교수학습 과정의 ‘관계 형성’, ‘텍스트’, ‘평가’ 측면을 고려하여 ‘학습자의 주체성 회복’, ‘텍스트의 객체성 확보’, ‘학습공동체의 상호작용성’을 높일 수 있는 높일 수 있는 단계별 협력학습 방안을 마련하고자 한다. 학습자 중심의 협력학습이 책무성과 상호작용성을 높이기 위해서는 학습공동체의 친밀한 관계 형성 문제, 글쓰기를 위한 글읽기 텍스트의 선정 문제, 타당성과 공정성을 갖춘 평가 기준의 제시 문제 등을 통해 단계별 협력학습 방안을 찾고자 한다. 각 단계별 학습활동 목표는 특정 단계에서 중심활동의 정도나 비중의 차이일 뿐 학습활동 전과정에서 회귀적으로 이루어지진다. 먼저, ‘학습자 주체성 회복’ 단계는 관계지향적인 학습활동을 통해 동료학습자들과 친밀감을 형성하고 역할 분담에 따른 갈등 조정과 상호협력성을 높일 수 있다. 학습의 주체로서 ‘학습자의 경험과 지식’을 나누고 자아성찰과 주체성을 회복할 수 있도록 해야 한다. 다음 ‘텍스트 객체성 확보’ 단계에서는 학습공동체의 담화관습을 익힐 수 있는 시 텍스트 분석, 글쓰기 교재 재구성, 영화 텍스트 비평 등으로 텍스트를 선정한다. 선정된 텍스트는 단시간에 반복해서 읽기가 가능하고 비교・분석을 통한 초점화, 정교화, 질문 전략 과정에서 동료의식과 잠재능력을 키울 수 있다. 끝으로 ‘학습공동체의 상호작용성 촉진’ 단계에서는 텍스트의 생산 과정에서 자기 발견뿐만 아니라 전체 학습활동 및 학습 과정에 대한 평가와 피드백을 통해 긍정적인 상호작용성을 높일 수 있도록 해야한다. 특히, 평가 대상에서 ‘학습포트폴리오’와 ‘인터넷 카페’를 활용한 학습활동은 전체 학습내용을 공유하고 소통하는 과정에서 자신의 평가를 예측하고 점검할 수 있어 역할이나 학습에 대한 책무성과 소통 역량을 확대시킬 수 있다. 이처럼, 대학 글쓰기 교육에서 단계별 협력학습 과정은 학습자의 글쓰기 교수학습 활동과 관련된 논의로써 학습공동체의 상호작용을 촉진시키기 위한 방안이자 실제적인 학습맥락과 상황을 학습자의 경험과 지식을 통해 소통역량을 높이기 위한 교수전략이다. This study is aimed to seek teaching and learning plans in the university writing education to be able to enhance the communication capability of the learners by facilitating positive interactions in the studying community with learner-centric collaborative learning. With respect to teaching and learning plans for this, stepwise collaborative learning plans are prepared to enhance ‘learner’s identity recovery,’ ‘securing objectivity of the text,’ and ‘interactivity of studying community,’ considering the aspects of ‘relationship building,’ ‘text,’ and ‘evaluation’ in the teaching and learning courses. To enhance the interactivity and accountability of learners with learner-centric collaborative learning, teaching and learning plans should be found in the problems of close relationship building of learning community, selections of reading texts for writing, and evaluation criteria with validity and fairness. Learning activity goals of each step including ‘learner’s identity recovery,’ ‘establishment of text objectivity,’ and ‘interactivity of studying community’ can be considered as the learning activities to be performed recursively, showing only the minor deviation in terms of degree or weight in the certain step. First, in ‘learner’s identity recovery’ step, closedness can be developed with peer learners and conflict management by role allocation and mutual collaboration can be enhanced by relationship-oriented learning activities. As the main person of learning, they should share the experiences and knowledge of the learners, and recover the identity as well as self-examination. In ‘establishment of text objectivity’ step, texts are selected by text analysis, reorganization of writing text, and criticism of movies, and so on that can learn the conversation practices of learning community. Selected texts enable to read repeatedly within a short time and develop fellowship and potential capability during the courses of focusing, elaboration, and questioning strategy by comparative analysis. In ‘interactivity of studying community’ step, positive interactivity should be developed not only by searching of text generation process and self-discovery but by evaluation and feedback on the overall learning activities and processes. In particular, learning activities using ‘learning portfolio’ and ‘internet café’ among the evaluation subjects can predict and check learner’s own evaluation during the courses of sharing and communicating what they learn, hence, accountability and communication capability on learning or role can be expanded. As such, stepwise collaborative learning process in the university writing education can be a plan to facilitate mutual interactions among learning community with discussion related to teaching and learning activities of learner’s writing as well as a teaching strategy to enhance the communication skill by learner’s experiences and knowledge.

Building a Community of Heritage Language Learners -‘Heritage Meets Heritage’ Project-

이종은 국제한국어교육학회 2019 한국어 교육 Vol.30 No.영문호

The identity of heritage speakers has been examined in great detail, but what happens when heritage language learners (HLLs) who speak different languages meet face-to-face to discuss matters of identity and language learning? There have been increasingly more language curricula attempt to meet the diversity of the learner’s needs. Do language curricula sufficiently reflect the learners’ perspectives? What can we do to better support and foster their learning? How do HLLs perceive their language and cultural identities, language uses, and affectivity? This article explores these questions through conversations between heritage learners across languages. This action research presents a collaborative project, Heritage Meets Heritage (HMH), in which college-level Korean and Spanish heritage learners discuss issues of identity, language uses, and affectivity toward their heritage language (HL) and culture (HC). The findings from this illustrate that Korean and Spanish HLLs share many self-perception aspects of HL and cultural identity, language use, and interactions with the HL community. Furthermore, the pedagogical implications of the study are also discussed.

L2 Learner’s Identities and Gender in ESL and EFL Classroom Interaction

이진아 21세기영어영문학회 2013 영어영문학21 Vol.26 No.2

Many studies have claimed that L2 learning is achieved by face-to-face interaction that provides comprehensible input and comprehensible output. Then, for learners to gain effective interaction in classroom and in the TL society, the learner's identity should be properly reflected. This paper is a review and an overall discussion of the SLA studies on the issues of identity and gender in SL and FL context. Therefore, in this paper, I focus on issues of language learner's identity(ies) and gender engaged in classroom interaction that drives learner's motivation and attitude that shifts in moment-to- moment. The discussion is based on the Norton's ‘multiple identities', Tajfel's ‘social identities', and Boxer and Cortes-Conde's ‘relational identities,' as well as the issues of learner's identities engaging gender in classroom interaction with pedagogical implication in classroom.

L2 Learner`s Identities and Gender in ESL and EFL Classroom Interaction

( Jina Lee ) 21세기영어영문학회 2013 영어영문학21 Vol.26 No.2

Many studies have claimed that L2 learning is achieved by face-to-face interaction that provides comprehensible input and comprehensible output. Then, for learners to gain effective interaction in classroom and in the TL society, the learner`s identity should be properly reflected. This paper is a review and an overall discussion of the SLA studies on the issues of identity and gender in SL and FL context. Therefore, in this paper, I focus on issues of language learner`s identity (ies) and gender engaged in classroom interaction that drives learner`s motivation and attitude that shifts in moment-tomoment. The discussion is based on the Norton`s ‘multiple identities’, Tajfel`s ‘social identities’, and Boxer and Cortes-Conde`s ‘relational identities,’ as well as the issues of learner`s identities engaging gender in classroom interaction with pedagogical implication in classroom.

The influence of language learning on learners’ identities: English language learners in Jeju

Mi-Sun Kim 세계환경사회거버넌스학회 2016 World Environment and Island Studies Vol.6 No.4

The special law for making Jeju a free international city was implemented in 2001 to develop Jeju an important hub for international tourism. Jeju has been changed into a free international city attracting many foreign tourists, so English has been an important communication tool in Jeju. Also, Jeju has provided top quality English education by attracting world-prestigious international schools to enhance English education competitiveness. However, little attention has been paid on non-linguistic outcomes including English learners' identities changes occurred in the English learning experiences. This study proves that it is important to consider the influence of language learning on learners’ identities changes in the English learning process. The contradictory individual learner’s identity shows that teachers and educational institutions should not only train students’ language skills, but also be aware that L2 learning is closely connected to learners’ identity construction.