<abstract xmlns="http://www.w3.org/1999/xhtml"><p>In the first part of this study, we briefly present different approaches used to define the concept of second language learners’ identity. Then we introduce Butler’s theory of performativity (1988) and we attempt to apply its main concepts as tools for describing L2 learners’ identity. In the second part of the study, we try to answer the following question: What are typical performative acts of a good and a poor language learner in the language learning classroom? Our research suggests that performing a good language learner identity refers to the learner’s frequent and repetitive participation in utterances whose content is related to the language classroom, regardless of the chosen communicative resources. As for performing a poor language learner identity, it appeared that it refers to the learner’s repetitive and frequent participation in utterances whose content is not related to the language classroom, regardless of the chosen communicative resources.</p></abstract>

In the first part of this study, we briefly present different approaches used to define the concept of second language learners’ identity. Then we introduce Butler’s theory of performativity (1988) and we attempt to apply its main concepts as tools for describing L2 learners’ identity. In the second part of the study, we try to answer the following question: What are typical performative acts of a good and a poor language learner in the language learning classroom? Our research suggests that performing a good language learner identity refers to the learner’s frequent and repetitive participation in utterances whose content is related to the language classroom, regardless of the chosen communicative resources. As for performing a poor language learner identity, it appeared that it refers to the learner’s repetitive and frequent participation in utterances whose content is not related to the language classroom, regardless of the chosen communicative resources.

Classroom Participation as a Performative Act of Language Learners’ Identity Construction

Journal of Language and Cultural Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

In the first part of this study, we briefly present different approaches used to define the concept of second language learners’ identity. Then we introduce...

Classroom Participation as a Performative Act of Language Learners’ Identity Construction

Publié en ligne: 25 janv. 2019

Pages: 72 - 84

DOI: https://doi.org/10.2478/jolace-2018-0025

Mots clés
theory of performativity, L2 learners’ identity, good language learner identity, poor language learner identity

© 2018 Rea Lujić, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Classroom Participation as a Performative Act of Language Learners’ Identity Construction

Publié en ligne: 25 janv. 2019

Pages: 72 - 84

DOI: https://doi.org/10.2478/jolace-2018-0025

Mots cléstheory of performativity, L2 learners’ identity, good language learner identity, poor language learner identity

© 2018 Rea Lujić, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Mots clés
theory of performativity, L2 learners’ identity, good language learner identity, poor language learner identity