A tale of two language ideologies: Discursive co‐construction of L2 learner identity in Japanese CMC interactions. (2nd March 2021) - Maa, Joy
Abstract: This study investigates the relationship between learner perception, ideology, discourse, and identity in computer‐mediated communication (CMC) interactions between an advanced L2 Japanese learner and native Japanese speakers. Study findings show that, despite an invested identity as a proficient user of Japanese, the learner struggled to enact this identity in the face of two divergent language ideologies: one that promoted Japanese native speaker discourse as the goal of L2 learning and use, and one that promoted a particular Western "foreigner" discourse for non‐native speakers of Japanese. Furthermore, a third discourse—that of the CMC platform—also affected her discursive practices, both in terms of interaction and performance of multiple identities. These results reveal the complex, sometimes problematic, nature of CMC for L2 learning and use, while offering a unique perspective into the issue of the native speaker standard in Second Language Acquisition (SLA), particularly as it pertains to advanced learners. The Challenge: When we teach about culture, what do students learn about themselves? What happens to these beliefs when they leave the classroom and these perceptions become an obstacle—perceived or real—to their participation? This study explores ideology, discourse, and identity in an advanced Japanese learner's computer‐mediated interactions with native speakers.