International Journal of Language & Linguistics

ISSN 2374-8850 (Print), 2374-8869 (Online) DOI: 10.30845/ijll

Exploring International Students’ Motivations and Identity Construal With Regard To Learning English in the Canadian Context: A Poststructuralist Account 2019
Dr. Mohammed Almazloum, Monther Almeqdadi

This qualitative case study explored the influence of second language (L2) learning on an international student’s identity construction and self-conception. Such exploration contributed to poststructuralist discussions vis-à-vis the adequacy of structuralist models to L2 learning motivation, given postmodernist conditions of globalization and English globality. An interdisciplinary framework ‘discourse’—‘discourse theory’ and its methodological tool, critical discourse analysis, in concert with the poststructuralist, sociological construct ‘investment’ was utilized. Using this framework enabled us toexplore the perception of an L2 learner’ smotivation to learn English and his identification with the language, its culture, and speech community. Analysis of data collected through a semi-structured interview revealed that the learner associated learning English with diverse discourses: nationalism, religiosity, interest in travel and world culture, access to global sources of information, communicating and affiliating with people of linguistic and cultural diversity. These findings speak to the complexity of language education, learner’s motivation, and identity formation.

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