서브메뉴
검색
Why Do Midwestern University Students Study Spanish?: A Qualitative Study Exploring Ideal L2 Selves, Rooted L2 Selves and Investment- [electronic resource]
Why Do Midwestern University Students Study Spanish?: A Qualitative Study Exploring Ideal L2 Selves, Rooted L2 Selves and Investment- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101703
- ISBN
- 9798380118859
- DDC
- 400
- 서명/저자
- Why Do Midwestern University Students Study Spanish?: A Qualitative Study Exploring Ideal L2 Selves, Rooted L2 Selves and Investment - [electronic resource]
- 발행사항
- [S.l.]: : The University of Wisconsin - Madison., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(235 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
- 주기사항
- Advisor: Stafford, Catherine.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약This qualitative study explores the roles that undergraduate Spanish as a second language (L2) learners ascribe to their identities, backgrounds, sociocultural contexts, and imaginations in the development of their ideal second language (L2) selves (Dornyei 2009), rooted L2 selves (MacIntyre et al., 2017) and investment (Darvin & Norton, 2015; Norton, 2013; Norton & DeCosta, 2018) in learning Spanish. Ideal L2 selves are theorized as learners' imaginary projections of themselves as language users in the future. Often, learners continue to learn a language to close the gap between their current L2 selves and their ideal L2 selves. An additional concept that includes aspects of power and identity in the L2 learning context is investment. Investment holds that learners learn a language with the belief that they will obtain expanded material or symbolic resources by learning the language. Nine undergraduates who had enrolled for at least one semester-long Spanish course at a large Midwestern university participated in the study. They completed a written language history describing their previous experiences learning Spanish in and out of classrooms. I then met with each participant three times over the course of one semester for individual semi-structured Zoom interviews, each of which lasted approximately 30-60 minutes. Finally, participants wrote a second narrative in which they described their future goals and aspirations regarding Spanish. Using narrative analysis techniques and a case study approach, I examined the content, context, and form of three of the participant's written and oral narratives. Narrative analysis is particularly suited to exploring ideal L2 selves, rooted L2 selves and investment due to its ability to reveal how participants discursively construct or refuse certain identities, which can in turn support or diminish the development of their L2 selves and/or their investment in the L2. In my discussion I discuss the learners' trajectories (Jackson & Seiler, 2013) and address how these concepts contribute to participants' drives to persist in learning Spanish or not as U.S. college undergraduates.
- 일반주제명
- Language.
- 일반주제명
- Linguistics.
- 키워드
- Ideal L2 self
- 키워드
- Investment
- 키워드
- L2 learning
- 키워드
- Rooted L2 self
- 키워드
- Spanish
- 기타저자
- The University of Wisconsin - Madison Spanish
- 기본자료저록
- Dissertations Abstracts International. 85-02A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008240612s2023 us |||||||||||||||c||eng d■001000016934853
■00520240214101703
■006m o d
■007cr#unu||||||||
■020 ▼a9798380118859
■035 ▼a(MiAaPQ)AAI30635874
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a400
■1001 ▼aDutton, Michelle M.
■24510▼aWhy Do Midwestern University Students Study Spanish?: A Qualitative Study Exploring Ideal L2 Selves, Rooted L2 Selves and Investment▼h[electronic resource]
■260 ▼a[S.l.]:▼bThe University of Wisconsin - Madison. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(235 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-02, Section: A.
■500 ▼aAdvisor: Stafford, Catherine.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aThis qualitative study explores the roles that undergraduate Spanish as a second language (L2) learners ascribe to their identities, backgrounds, sociocultural contexts, and imaginations in the development of their ideal second language (L2) selves (Dornyei 2009), rooted L2 selves (MacIntyre et al., 2017) and investment (Darvin & Norton, 2015; Norton, 2013; Norton & DeCosta, 2018) in learning Spanish. Ideal L2 selves are theorized as learners' imaginary projections of themselves as language users in the future. Often, learners continue to learn a language to close the gap between their current L2 selves and their ideal L2 selves. An additional concept that includes aspects of power and identity in the L2 learning context is investment. Investment holds that learners learn a language with the belief that they will obtain expanded material or symbolic resources by learning the language. Nine undergraduates who had enrolled for at least one semester-long Spanish course at a large Midwestern university participated in the study. They completed a written language history describing their previous experiences learning Spanish in and out of classrooms. I then met with each participant three times over the course of one semester for individual semi-structured Zoom interviews, each of which lasted approximately 30-60 minutes. Finally, participants wrote a second narrative in which they described their future goals and aspirations regarding Spanish. Using narrative analysis techniques and a case study approach, I examined the content, context, and form of three of the participant's written and oral narratives. Narrative analysis is particularly suited to exploring ideal L2 selves, rooted L2 selves and investment due to its ability to reveal how participants discursively construct or refuse certain identities, which can in turn support or diminish the development of their L2 selves and/or their investment in the L2. In my discussion I discuss the learners' trajectories (Jackson & Seiler, 2013) and address how these concepts contribute to participants' drives to persist in learning Spanish or not as U.S. college undergraduates.
■590 ▼aSchool code: 0262.
■650 4▼aLanguage.
■650 4▼aLinguistics.
■650 4▼aForeign language instruction.
■653 ▼aIdeal L2 self
■653 ▼aInvestment
■653 ▼aL2 learning
■653 ▼aRooted L2 self
■653 ▼aSecond language acquisition
■653 ▼aSpanish
■690 ▼a0444
■690 ▼a0679
■690 ▼a0290
■71020▼aThe University of Wisconsin - Madison▼bSpanish.
■7730 ▼tDissertations Abstracts International▼g85-02A.
■773 ▼tDissertation Abstract International
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16934853▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
