Further situating learner possible selves in context: A proposal to replicate Henry and Cliffordson (2013) and Lasagabaster (2016)
Further situating learner possible selves in context: A proposal to replicate Henry and Cliffordson (2013) and Lasagabaster (2016)
复制标题
进一步将学习者可能的自我置于情境中：复制 Henry 和 Cliffordson (2013) 以及 Lasagabaster (2016) 的建议
DOI：
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发表时间：
2020
影响因子：
3.6
通讯作者：
Ellen J. Serafini
中科院分区：
文献类型：
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作者：
Ellen J. Serafini
过去15-20年的研究揭示了语言学习环境中学习者自我的本质和作用，特别是考虑情境因素与学习者感知、想象和解释可能自我的方式之间相互作用的重要性。为了进一步推进这一积极的调查路线，本文首先回顾了以前的主要研究，并认为有必要通过复制在不同社会和教育背景下对不同类型的学习者进行的原始研究来解决学习者可能自我的普遍性，特别是在多语言环境中以及与学习英语以外的目标语言（TLs）有关的情况下。然后，确定了两项研究是理想的复制，并详细报告了他们的动机，方法和结果。为了加强原始研究结果的有效性和可靠性，本文提出了一些方法来复制焦点研究，作为建立可靠的比较证据的必要的第一步。作为这一努力的重要第二步，本文通过论证与当前动态自我概念化相一致的案例研究的价值来结束。
Abstract Research conducted over the past 15–20 years has revealed significant insights into the nature and role of learner selves in language learning settings, particularly the importance of considering the interaction between situated contextual factors and the ways learners perceive, imagine, and construe their possible selves. To further advance this active line of investigation, this article first reviews key previous research and argues for the need to address the generalizability of learner possible selves through replication of original research conducted with different types of learners in diverse social and educational contexts, particularly in multilingual settings and in relation to learning target languages (TLs) other than English. Then, two studies are identified as ideal for replication, and their motivation, methods, and findings are reported in detail. To strengthen the validity and reliability of the original studies’ findings, several suggestions are made for ways to replicate the focal studies as a necessary first step in building robust comparative evidence. As an important second step in this endeavor, the article concludes by arguing for the value of case studies that align with current dynamic conceptualizations of the self.