An investigation of English language learners' motivation, imagined communities, and identities in an Intensive English Program in the United States
Date
2023
Authors
Howard, Sarah Marie, author
Nekrasova-Beker, Tatiana, advisor
Becker, Tony, advisor
Ehlers-Zavala, Fabiola, committee member
Anderson, Sharon, committee member
Journal Title
Journal ISSN
Volume Title
Abstract
This study investigates three aspects of language acquisition that may be influenced by studying abroad at an Intensive English Program (IEP) in the United States: the English Language Learners' (ELL) motivation, imagined communities, and identity. More importantly, this study investigates how the interplay of ELL motivation, imagined communities, and identity factor into Second Language Acquisition (SLA) within the confines of Vygotsky's Sociocultural Theory in an IEP. Sociocultural Theory perceives language acquisition as a product of interaction between students' social and cultural environment and academic material which consequently builds upon the development of their higher psychological function (Kozulin, 1998, 2003; as cited in Poehner, 2008). This naturalistic case study aims to investigate the qualities of language learning motivation, imagined communities, and identity. To record the development of these phenomena, a series of interviews, observations, and reflections were administered. The goal of this study is to provide insight to IEP instructors and English instructors within the field of Applied Linguistics on the complexities that students experience during study abroad. In order to bring awareness of these three concepts in relation to language acquisition to inform teaching practices.
Description
Rights Access
Embargo Expires: 05/26/2024
Subject
imagined communities
language
identity
motivation
Intensive English Programs