Japanese L2 English learners’ positions in miscommunication: Who is responsible for failures?
Japanese L2 English learners’ positions in miscommunication: Who is responsible for failures?
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日本二语英语学习者在沟通错误中的立场：谁对失败负责？
DOI：
10.1080/15348458.2021.1938572
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Miki Shibata
中科院分区：
文献类型：
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作者：
Aihara;Soichiro; Sugihara,Toru; Ogashiwa;Kahori; Kanekawa;Kumiko; Mori;Masao; Hirokawa;Sachio;Adam Komisarof;太田 浩;Miki Shibata
本研究探讨了二语学习者/使用者在假设性交际失误中的身份定位。根据定位理论，在二语互动中，二语学习者通过自己的学习经验为自己和他人分配特定的位置。研究者假设他们目前的位置认同会影响他们在未来的第二语言现实中的沟通能力。该研究调查了这一假设，要求49名日本大学生描述两种情况下的潜在触发L2误解：L1和L2英语发言者，和两个L2英语发言者。分析表明，在L1-L2错误交际情景中，被试将自己定位为从属英语使用者（传统意义上的非母语缺陷型L2英语使用者），而在L2-L2错误交际情景中，被试将自己定位为平等身份。因此，本研究讨论了一个批判性的理解，二语学习者的位置认同方面的社会文化和意识形态属性。
This study explores the identity positions that L2 English learners/users would take in case of hypothetical miscommunications. Based on positioning theory, at the time of L2 interaction, L2 learners assign themselves and others specific positions which are established through their learning experiences. It was hypothesized that their current positional identities would impact their communication abilities in their future L2 realities. The study investigated this hypothesis by asking 49 Japanese college students to describe potential triggers for L2 miscommunication in two scenarios: an L1 and an L2 English speaker, and two L2 English speakers. The analysis shows that participants assign themselves in distinctive positional identities of a subordinate English user (non-native deficit L2 English user in a traditional sense) in the L1-L2 miscommunication, and an equal identity in the L2-L2 scenarios. Consequently, the study discusses a critical understanding of L2 learner positional identity with respect to socio-cultural and ideological attributes.