TitleMutual influences between learners' identity construction and English language learning in the first year of university study in China Advisor(s) Luk, JCM Author(s) Huang, Huizhu; 黄慧珠 Citation Issued Date URL Rights 2012 http://hdl.handle.net/10722/173913 The author retains all proprietary rights, (such as patent rights) and the right to use in future works. Abstract Abstract of thesis entitled Mutual Influences between Learners’ Identity Construction and English Language Learning in the First Year of University Study in China Submitted by Huang Huizhu for the degree of Master of Philosophy at The University of Hong Kong in February 2012 This thesis explores the mutual impacts between English learners’ identity construction and their English learning at university level of education in the People’s Republic of China. Grounded in the sociocultural perspective on second language learning and based on the theory of communities of practice and the concepts of imagined communities and investment, the research focuses on two non-English major students’ English learning in a comprehensive university and investigates the social, historical and individualistic factors causing identity continuity and/or identity change in the first year of university study and explores how identity construction and English learning mutually impacted each other. This research adopted a qualitative case study method and employed weekly diaries and interviews as data collection instruments. Data collection lasted six months. Weekly diaries guided by prompt questions were collected per week to track learners’ English learning and identity construction. Semi-structured face-to-face interviews were conducted every five to six weeks to gain rich contextual, historical and individual information and to retrospectively find out learners’ English learning and identities before entering the university and in the first semester in university. Their English teacher was interviewed for data enrichment and triangulation. Thematic analysis and Fairclough’s model of discourse analysis were used to identify evidence which shows identity continuity, identity change, and English learning. Findings show that in English learning in the university, language learners experienced either identity continuity or change in English learner identities, future career expectations and the sense of belonging to learning communities in the university. Learners’ imagined identities in future careers and future social status remained continuous in the first year and the imagined identities in future careers and future social status strongly promoted learners’ investments in English learning. By engaging in the learning communities in the university with imagination of learning communities they desired to participate in and imagination of their future, learners built their sense of belonging to the university, their classes and their dormitories. The growth of the sense of belonging reflects learners’ identity change. The sense of belonging facilitated their full participation in English learning in the university, classes and dormitories as learning communities. The findings also show that when congruence between the actual and imagined communities appeared, learners’ English learning were promoted, whereas incongruence negatively impacted English learning. The findings of this study reveal the importance of learners’ imagined communities and imagined identities in future careers and future social status and also reveal the effects of learners’ nonacademic factors on their English learning. This thesis suggests that learners’ diverse backgrounds and multiple identities should be taken into consideration when English curricular are designed. Career counselling and buddy schemes are also suggested. Accordingly, this study enhances the understanding of the first-year non-English major undergraduates’ identity construction in EFL learning in China. This study also attracts educators’ and researchers’ attention to the needs of non-English major students’ English learning in China as well as the needs of first-year undergraduates who experience a transition from high school to university. Mutual Influences between Learners’ Identity Construction and English Language Learning in the First Year of University Study in China By Huang Huizhu （黃慧珠） A thesis submitted in partial fulfillment of the requirements for the degree of Master of Philosophy at The University of Hong Kong February. 2012 . Declaration I declare that this thesis represents my own work. dissertation or report submitted to this University or to any other institution for a degree. except where due acknowledgement is made. and that it has not been previously included in a thesis. diploma or other qualifications. Signed _______________ Huang Huizhu (黄慧珠) i . Rong Xiaoyan and many others. this study could not be carried out. I also wish to acknowledge the support I have received from the staff in the Research Office of Faculty of Education. searching questions. I gratefully acknowledge the financial assistance of the University of Hong Kong which has financed my MPhil studies in one of the most prestigious universities in the world. Wan Zhongyan. Dr. I wish to express my heartfelt thanks to my dear faculty mates at the University of Hong Kong. Liang Xiaohua. Lu Hangyan. Many thanks are also given to my panel members. Ms. Dr. made this thesis possible. Professor Stephen Andrews and Professor Gerry Postiglione for their helpful advice. Wang Ge. I wish to express my sincere thanks to all the people and the University of Hong Kong that. generously sharing their excitement and disappointment of English learning and other university experiences with me. She has always guided me ahead by academic advice and emotional encouragement. Jasmine Luk. my supervisor. Mr. who has walked me all the way through this journey with great passion and patience. Without their support. providing me an opportunity to study in an academically rigorous learning community with academic experts and helpful faculty mates. in one or another way. Ms. ii . First of all. emotional supports and afterwork entertainments. He Peichang. my sincere and special appreciation goes to Dr. Ms. constructive comments and emotional comfort. Jin Jun. I have benefited massively from her wise prompts. I am also grateful to the informants in the study who has spent a lot of time in participating in interviews and writing diaries. I have enjoyed and benefited greatly from their academic suggestions. in particular to Dr.Acknowledgements With great respect and humility. support. patience and tolerance all over the years.I reserve my deepest gratitude to my parents and my younger brother for their unconditional love. They have made my life meaningful! iii . ..6 Organization of the Thesis .2........................................................................................2............................................................2 Methodological Review: Qualitative Case Studies.......................................................... 16 2...........1 Introduction ......................................................... 12 2................... 18 2.................. 34 CHAPTER 3 METHODOLOGY ...........2..........................3.......... 43 3........................................... 54 3........................................................ 46 3.........1 Language Learning Being Resisted .................................................................... 1 1......................... 35 3.................................................2 Teacher Interview......................................1 The Connections between Identity and Language ........ 18 2.....................................................................................3..............................................................................................1 Student Interviews .......................................................................................3 Research Context and Participants........2 Interviews ............... 23 2................................................. 10 2............................................. 38 3..................................................6....................................................... 9 2.................................. 1 1............................... 20 2......................2......................................................................................................................3.................................... 25 2....................................................2 Language Learning Being Enhanced......................................................................5 Summary.......................................... 42 3....................................................................................................................................................................................................................... 54 3.... 9 2......................... 2 1... 1 1......................................................... i Acknowledgements .................................4 Research Questions ....................4 Research Procedure...........................................2 Identity Continuity .......................1 Introduction .....................3.....2.................................................. 7 CHAPTER 2 LITERATURE REVIEW ...................... 48 3....................................... 6 1....................5.................................................................................................................................................2 Identity .........................................3...........5..............................................2 Background ........................... 35 3..........3.........................................................................................Contents Declaration ............................ 55 iv ..2 From the Sociocultural Perspective ..............................................2....................................................1 Keeping Weekly Diaries .........................2........................................................................2 Identity Involvement and Construction in Language Learning .....................................................................5............3 Identity Change ...................... 6 1..............................................3..........................................................................3 Mutual Relations between Identity and Language Learning ................................................. 9 2.....................4 Theoretical Framework ..................................2..........................6 Data Analysis...............1 From the Psychological Perspective: Autobiographical Memory ....3 Impacts of Identity on Language Learning .......ii Contents ........................................................ 41 3........3 Conceptualization of the Study .......vii CHAPTER 1 INTRODUCTION .................... iv List of Tables ..1 Introduction ... 35 3.....5 Significance of the Study.........................................................1 Stage One: Thematic Analysis ....................................................................5.....1 Defining Identity .................... 24 2.......................5 Methods of Data Collection ..............................................2........................................................... 10 2.................................... 9 2........................... 27 2.......................... ................1 Changed Self-perception as an English Language Learner and More Investments in English Learning ....3................................3 Factors Causing Learners’ Identity Continuity and Change ........................................................................3................... 96 CHAPTER 5 LEARNERS’ IDENTITY CHANGE: EVIDENCE....................... 130 v ..........................2 Consistent Future Career Expectation and Persistent Hard Work at English .1.........3..........................1 Emotional Clinging to the Past and English Learning Being Constrained ...........3 Pang ................................. 86 4.....................1 Constant Self-perception as a Poor English Learner and More Investments in English Learning ..................................2 Pang: A Very Poor English Learner .................. 63 CHAPTER 4 LEARNERS’ IDENTITY CONTINUITY: EVIDENCE...............................4 Conclusion .............2................................................4 Conclusion ............................................ 117 5................................................... 115 5.................................................................................. 65 4............................2 Consistent Passion for English and Consistent Future Career Expectation ...........8 Summary.....3.............................2..3.............................. AND MUTUAL IMPACTS BETWEEN IDENTITY CONTINUITY AND ENGLISH LEARNING ............ 61 3.... 99 5..........................................3 Learners’ Identity Continuity and English Learning Mutually Impacting Each Other at University................................................................................2..................3 Changed Perception of Value on Ranking in English and Enhancement of Practice in English Learning .......... 127 6........ FACTORS......... 71 4........................2..1Greena .......2 Learners’ English Learning Identities before University .......................... 65 4................................. 127 6...................................................................................................................................2......... 72 4.........................................................................................................................................................................................................3.......................................................................................................................................................................................................................................................................... 68 4.....1 Introduction ..... 66 4.....................................2 Stage Two: Discourse Analysis ..............2 A Sense of Belonging and Extra Efforts for English Learning .........................................2........................................................................................ 78 4............. 92 4.................................................................................. 115 5......................................1.........................................................1 Introduction ........................................................................................................ 86 4... 123 CHAPTER 6 DISCUSSIONS AND IMPLICATIONS .............................. 104 5. 112 5.........3....................6..................... 128 6...............................................1 Introduction ....... 99 5................................ FACTORS.......................................................3.....................................................................................................................................7 Research Credibility and Validity .......1 Positive Emotion towards the University English Learner Identity and Inspiration for English Learning ................3..................... 66 4........ 57 3......1 Greena: A Successful Examination Taker and an Excellent English Learner ................2.................2 Pang ........................................ 72 4......................................................................................2 Greena ............................................................... 100 5..............................2 A Growing Sense of Belonging and English Learning Being Stimulated ............2 Learners’ Display of Identity Continuity and Change .......................................................... 99 5.......................... AND MUTUAL IMPACTS BETWEEN IDENTITY CHANGE AND ENGLISH LEARNING........... ...........................................6 Limitations................................ 2010) .................................................... 155 Appendix VIII: Conventions of Transcription ... 134 6............................................................ 132 6.........................2 Unchanged Attitudes to English Causing Consistent Future Career Expectations................................ 131 6...3....... 2010).............7 Conclusion and Contributions .1 English Learning Outcomes Causing FL Learner Identity Continuity/Change ...3 The Sense of Belonging Promoting English Learning ......2.................................................... 137 6................... 142 APPENDICES ......... 152 Appendix VI: Student Interview Prompt Questions Used in the Main Study (September........... 135 6...... 149 Appendix V: Student Interview Prompt Questions Used in the Main Study (May and June..............2 Identity Continuity and Change Impacting English Learning ..............3............................................................................................................................. 158 vi ................... 2010) ............................................................ 153 Appendix VII: Teacher Interview Prompt Questions Used in the Main Study (September) ........................... 131 6....................................................................................................................... 2010)................................................................................4 Mutual Impacts between Identity Continuity and Change and English Learning ....................................................................................................................................................2....4......................................................................................... 133 6.................................................................................................................................................................4............................................................ 130 6..............................................3..... 138 6....... 146 Appendix IV: Student Interview Prompt Questions Used in the Main Study (May... 145 Appendix III: Student Interview Prompt Questions Used in the Pilot Study (March........................................................................................... 157 REFERENCES .........4...................................................... 134 6..........3.........6.........4..............3 Social Status Causing Consistent Future Career Expectation ........3..........................2 Continuous Imagined Identities in the Future Promoting English Learning .............................1 FL Learner Identity Continuity/Change promoting English Learning .............. 134 6......................................................................... 144 Appendix I: Diary Prompt Questions Used in the Pilot Study ...................................................................................................1 English Learning Impacting Identity Continuity and Change ........2............................................................................4............ 134 6......5 Implications ........................................................... 144 Appendix II: Diary Prompt Questions Used in the Main Study ............. 142 6...............................................5 Social Relations Contributing to the Growth of the Sense of Belonging ..4 Congruence between Learners’ Imagined and Actual Learning Communities Contributing to the Sense of Belonging ............... 3 Contents of the prompt questions of student interviews ……….. 50 vii .2 Data collection methods and corresponding data …………………….…..List of Tables Table 3. 42 Table 3..1 Time and participants of each round of interview …………………… 41 Table 3. Last. although in the same EFL (English as a Foreign Language) context 1– in the same university and even the same class – English learners have different learning behaviors. performances. while some students behave in an active way in the beginning but gradually become inactive. Then I shall present the research questions. I shall first introduce the background of conducting this study and how this study was conceptualized. some researchers studied second language acquisition 1 In China. English is learned as a foreign language (Gao. some students come to no where in the end. on the contrary. Some students achieve good progress.1 Introduction This is a research to investigate the mutual relations and impacts between English learners’ identity construction and their English learning in the first-year university study in China. Next. 1. These observations led to my questions: Why do these phenomena happen? What impacts students’ English learning? Are there any connections between learners’ identities and English learning? In recent few decades. 1 .2002) . According to my observation. I shall outline how the whole thesis is organized. In this chapter.CHAPTER 1 INTRODUCTION 1.2 Background This exploratory study was inspired by my observation as an English teacher for seven years in a university in mainland China. Li & Li. I shall briefly explain the significance. tendencies and outcomes as far as English learning is concerned. Some students have a negative attitude to English learning in the beginning but show an active attitude later. seeing L2 as an instrument. language learners’ motivation is believed to be an important factor that influences L2 learning (Gardner & Lambert. According to Gardner & Lambert (1972). Heap. 2000. 2003). Among the studies. Gardner (2001) puts forward integrativeness to reflect L2 learners’ genuine interest in learning L2 and learners’ openness to integrate into L2 speaking community. 1987) for L2 teaching and learning and found that learners’ identities play an important role in L2 learning. But study on foreign language learners’ identities conducted in China is comparatively insufficient. while instrumental motivation shows learners learn a second language for practical purposes.3 Conceptualization of the Study The current study aims to explore the mutual impacts between non-English major students’ identity construction and their English learning in the first year university study in China. Therefore. 1. They demonstrated growing interest in both micro classroom context (Boxer & Cortés-Conde. Integrative motivation shows L2 learners learn a second language in order to become part of the L2-speaking community or for a better communication with the community. 1972. Masgoret & Gardner. The concepts of integrative motivation. 1995. I was motivated to conduct a study on the mutual relations and impacts between learners’ identities and English learning in the People’s Republic of China (PRC). instrumental motivation and integrativeness indicate that Gardner & Lambert (1972) and 2 .(SLA) and foreign language (FL) learning from the sociocultural perspective. Hall. 2000. motivation can become differentiated along a continuum from integrative motivation to instrumental motivation. A number of theories have been formulated to study SLA and FL learning. This study is theoretically grounded in the sociocultural perspective. 1995. Norton Peirce. 1992) and macro social context (Norton. Weedon. In brief.Gardner (2001) look at both language learners’ internal factors and social influences on L2 learning. what they would like to become and what they are afraid of becoming establishes the links of individuals’ cognition. 1989). the concepts of motivation and self in psychological perspective emphasize learners’ inner cognitive impacts on L2 learning and overlook the impacts of social context. but these concepts do not address the changing social practices. 1986. some theorists in psychology argue that the dynamic nature of persons’ selves should replace the static and traditional view of SLA and that L2 learners are moving from present to future (Markus & Nurius. However. Markus & Nurius’s (1986) concept of possible selves which presents individuals’ ideas of what they might become. Ought-to L2 Self and L2 Learning Experience. Greatly different from previous self concepts. Based on the existing motivational concepts. No 3 . This motivational self system stresses the motivating force of learners’ imagination. 2009) re-conceptualizes L2 learning motivation within a ‘self’ framework into the ‘L2 Motivational Self System’ which is comprised of Ideal L2 Self. this system emphasizes the impacts of learners’ immediate learning environment and experience. behavior and motivation. researchers in psychological perspective attempt to look at learners’ L2 learning by considering learners’ internal factors. emotion. Nevertheless. These concepts focus on learners’ personal psychology and motivational psychology but overlook the external impacts such as the power relationship and learning environment. Dörnyei (2005. so it considers wider range of factors which impact L2 learning and thus largely broadens the scope of L2 motivation studies. external impacts and considering the dynamic nature of learners’ selves. Dörnyei’s ‘L2 Motivational Self System’ is still a theory of social psychology which inevitably centers on learners’ inner psychology and fails to capture the socially and historically constructed relations between language learners and language learning. In studying language learners’ selves. Markus & Ruvolo. socially and culturally affected. Wenger. 1987) and investment (Norton. These studies provide a theoretical support for this current study which examines the mutual impacts between learners’ identity construction and English learning. For instance. Li. so a person’s identities are closely related to language. Some researchers also pay attention to L2 learners’ identity continuity. & Li-Chi (2005) claim that the social construction of learners’ identities and imagined communities can promote language learning. Norton Peirce. Murphey. Put simply. Therefore. there is a need to look into how identity continuity and change happen when learners learn English as a foreign language in China. 2000. this study intends to examine learners’ identities and English learning from the sociocultural perspective. Consequently. p. Therefore. & Li. a person’s identities are socially and discursively constructed. But few studies simultaneously look into language learners’ identity continuity and identity change. From the sociocultural perspective. there is a relation between learners’ identity construction and their language learning. identity is dynamic and changing. 2010. 1995. In the last few decades there was a shift in L2 learning and teaching research from the psychological focus on motivation towards notions of identity. Further. Trueba & Zuo’s (1994) and Clothey’s (2005) studies of minority students in China involve the issue of identity continuity. 2010. In a nutshell. 4 . 2002. subjectivity (Weedon. 2000. Toohey. Language learning is a social activity involving the social construction of learners’ identities (Norton. identity is the sense of “who one is” (Gao. 1995). Jin.psychological concept can comprehensively reflect the dynamic nature of identity and English learning and the influence of social context. From the poststructuralist perspectives. the sociocultural approach is required to study how learners’ language learning is historically. Norton Peirce.95). 1998). Students are required to pass all their final English examinations before they can graduate from the university. job hunting and career development. so they are under pressure in learning English. There is a need to look into the relation between non-English major students’ English learning and their identity construction in the EFL context in China. Also non-English major students are required to take the national College English Tests Band 4 and Band 6. Gao. most of the studies looking at English learners’ identities in China focus on English major students while very few examine non-English major students’ identities and their English learning. Li & Li (2002) conducted quantitative studies on the self-identity construction when Chinese university students learn English. The first reason is that non-English major students are in the majority of English learners in China. 5 . since it is a transition between middle school and higher education. Besides. English learning is important to non-English major students in terms of graduation from the university. But many non-English major students find it difficult to learn English well. On the other hand.Compared with the large body of literature studying the relation between learners’ identities and L2 learning in western society. Therefore it is necessary to investigate non-English major students’ identities and their English language learning in the first academic year in university study. & Zhao (2007) and Gao. studies about learners’ identities and English learning in the EFL context in China are much fewer. this current study aims to explore the mutual influences between non-English major students’ English learning and their identity construction (continuity and change) when students are in the first year of university study in the PRC. The understandings of and attitudes toward English learning greatly affect their study in later years. Cheng. Zhao. High marks in the tests are helpful to students’ job hunting and career development. Besides. but they haven’t laid the focus on the mutual relations between identity construction and English language learning. the first academic year in university is crucial to students’ study in their whole university life. Accordingly. This study is supposed to find out the factors that cause learners’ identity continuity and change and shed light on how learners’ identity continuity and change and their English learning are mutually influenced in the first-year English study in a university in China. how do students display continuity and change of identities? 2).4 Research Questions The present study aims to address the following research questions: 1). identity is studied from the sociocultural perspective. so as to promote non-English major students’ English learning. this study may help fill the 6 . In this sense. so identity construction is considered as a process of becoming. 1.5 Significance of the Study By addressing the research questions. What are the mutual impacts between learners’ identity continuity and change and their English language learning? 1. Based on Lave and Wenger’s (1991) and Wenger’s (1998) theory of communities of practice (COP). What are the factors causing learners’ identity continuity and change? 3). In this research. Do university students display continuity and/or change of identities in their first year English language learning in university? If any.It is noted that the use of continuity and change in this study is not a dichotomy. Some aspects of identity will remain consistent and constant whereas some aspects will evolve. the present research will show a picture about how learners’ identities are involved and formed in English learning context in university. It emphasizes the fluidity of identity. this study is supposed to provide information on the relations between non-English major students’ English learning and their identity construction. by studying two non-English major students in a university in China. Identity change in this study is understood as a form of becoming. 1. Chapter 2 ends with a conceptual framework for the current study. For students. research questions and significance of this study. the mutual relations and impacts between identity and language learning are studied. curriculum designers. and how students’ English learning is affected by identity construction. Students may benefit from having more knowledge about how they study English and how they experience identity continuity and identity change. Chapter 2 first defines identity from the sociocultural perspective. conceptualization. Chapter 3 introduces the research design and the overall procedure of data 7 . Identity can be constructed in language learning. this research makes clear what causes identity continuity and what drives to change their identities. The framework adopts the theory of COP. and then this chapter focuses on the sociocultural view on identity continuity and change. and then discusses the continuity and change of identity. and identity construction can positively or negatively influence language learning. and how they react in English learning.6 Organization of the Thesis This thesis is organized into six chapters.gap of research on relations between learners’ identities and FL learning in China. Following this introduction. the concepts of investment and imagined communities. this research will provide information on how and why students’ identities are constructed in English learning. Chapter 2 reviews the key theoretical constructs relevant to the research topic. Next. For educators (including policy makers. It highlights that there are close connections between identity and language learning. Chapter 1 introduces the background. administrators and teachers). This research may inspire educators to take students’ identities into consideration and choose appropriate pedagogies and design more reasonable courses. the problems of looking at identity from the psychological perspective is pointed out. In reviewing the continuity of identity. participants and methods. Chapter 6 ends with limitations and contributions of this research. 8 . Chapter 4 and Chapter 5 present major findings of this study. some implications are summarized. and how data were collected and analyzed. Weekly diary writing and interviewing guided by prompt questions were used as data collection methods. and the mutual impacts between identity change and English learning. Chapter 4 shows that learners experienced identity continuity in the first year in university study. Based on the findings and discussions. Chapter 6 discusses the findings and addresses the research questions. Then thematic analysis and Fairclough’s model of discourse analysis were adopted to analyze data.collection including the research context. Chapter 4 also shows the factors causing identity continuity and the mutual impacts between identity continuity and English learning. Chapter 5 indicates learners’ identity change: how and why learners experienced identity change. etc. Identity can be expressed in many ways. ethnic identity. the relations and impacts between identity and language learning are studied. Since this research studies the relations between English learning and identity. 2. 1993). Lillis & Mesthrie. Lillis & Mesthrie’s (2004) definition that identity refers to “an individual’s or a group’s sense of who they are. This study adopts Swann. social identity. Deumert. P. pointing out that there are close relations between identity and language learning.140. this chapter will review relevant theories and studies on identity. Accordingly.49). as defined by them and/or others” (Swann. school identity. Deumert. and that identity can negatively or positively impact on language learning. P. (Hall. In order to address the issue. focusing on the definition and two seemingly contradictory natures of identity: continuity and change. drawing on the existing research about the relations and impacts between identity construction and English learning. such as national identity. in the third section. and identity is constructed and shaped.CHAPTER 2 LITERATURE REVIEW 2.1 Defining Identity Many scholars have studied and defined identity. as cited in Luk & Lin. 2007.2.1 Introduction This research aims to study the mutual impacts between identity continuity and change and English learning. that identity can be constructed in language learning. In social sciences and in language education. I shall first review identity. some terms are often used interchangeably with the term of 9 .2 Identity 2. 2004. I shall study identity continuity in two different perspectives: cognitive perspective and sociocultural perspective and then review identity change from two perspectives: identity is relational. According to Norton (2000). cognition and psychology. such as “self”. Next. neuropsychology.2 Identity Continuity In this section. Two natures of identity are identity continuity and identity change. 2.2. Based on this. 2. how that relationship is constructed across time and space. 1986. and how the person understands possibilities for the future” (p. self and memory are highly interdependent. Next section will study the continuity of identity. According to the studies of neuroscience and neuropsychology.2. and identity continuity is a core dimension of identity (Baumeister. In other words. and thus humans can maintain a sense of self continuity. It is argued that self continuity is an important feature of human psychology. identity continuity will be studied from the sociocultural perspective. culture and the sense of belonging will be reviewed. identity construction is connected to a person’s social relationship. 5).2.1 From the Psychological Perspective: Autobiographical Memory Psychologists study human neuroscience. “subjectivity” and “subject position” (Luk & Lin. “subjectivity” and “subject position” in this thesis. 2007). identity study attempts to find out how a person “understands his or her relationship to the world.“identity”. 1986). Autobiographical memory links the past with the present. The problems of identity study from a cognitive perspective will be pointed out. Norton’s view on identity reflects that the person’s identity construction is related to how the person’s inner self understands its relationship with significant people. 10 . identity continuity will be first studied by reviewing how autobiographic memory helps a person to continue the sense of who he/she is. the term “identity” is interchangeably used with “self”. Breakwell. Social history. individuals can have a sense of phenomenological continuity. Phenomenological continuity can be produced by remembering past events and anticipating future events (Schacter. 2007. & Buckner. individuals know who they are and remember what they experienced. 2001). individuals have the sense of identity continuity.Autobiographic memory (AM). The process of narration can convey the sense of narrative continuity. Self continuity exists as long as individuals have autobiographical memory. I shall emphasize Bluck & Alea’s understanding of identity continuity: not in the sense of being the same person over time. defined by Bluck & Alea (2008) as memory of the experiences of one’s own life. it is associated with remembering. individuals can narrate one’s related experiences. It is concluded that with the function of autobiographical memory. Accordingly. With semantic memory. themes. Addis. By remembering the experience of self over time. AM is divided into personal episodic memory and personal semantic memory. 11 . 2008.73). 1985). or in social contacts) or going through transitional phases (Bluck and Alea. Autobiographical memory contributes to this subjective capacity. The latter refers to a form of memory consisting of conceptual knowledge about oneself and one’s life. is believed to be critical to continuity of identity. Tulving. McAdams. autobiographical memory can link individuals’ past with the present. 2008). The former refers to memory for “specific personally experienced events” (p. changes and developments in one’s life. According to Addis and Tippet (2008). it is associated with a feeling of knowing. But people tend to draw on autobiographical memory especially when they are experiencing some changes (such as changes in one’s physical environment. Addis and Tippet (2008) also point out that phenomenological continuity and narrative continuity are two kinds of continuity. but in the sense of subjective human capacity of knowing and feeling that one is the same person over time. Narrative continuity can be provided by integrating personal events and changes in one’s life into a coherent story (Addis and Tippet. Since memory is a subjective capacity.2. and views identity as a cognitive activity in individuals’ mind. focusing on individuals’ inner psychology and overlooking external impacts from the social context is a problem of the psychological perspective on identity. so learners’ identity construction are assumed to be impacted by the social environment and social interactions. in this research identity is studied from the sociocultural perspective. 2007).19). based on the concept of AM. the concept of AM is adopted to analyze data of this study. individual persons are not isolated but living 12 . However. and this essential nature presents members’ identity. so there may be data about participants’ memory of English learning before entering the university.2. 1968. Generally. it emphasizes homogeneity and stability of identity. This study looks at the first-year university students’ English learning. p. But this present study looks at university students’ English learning in the context of a Chinese university. when the psychological approach holds the view that identity is continuous. In the psychological perspective. For essentialism. 2. human autobiographical memory and the recollection of the past contribute to identity continuity. The psychological approach therefore separates individuals from the external social context and thus ignores impacts from individuals’ social contacts. Essentialism therefore tends to view identity as having homogeneity and wholeness. and cannot reflect what identity would be if the members develop. Accordingly.even the present with the future. Following a social psychological tradition. In this sense. the memory-based concept of identity continuity mainly focuses on individuals’ inner cognition. Therefore. essentialism emphasizes essential nature shared by all members (Gao.2 From the Sociocultural Perspective From the sociocultural perspective. the notion of identity is stressed as “a subjective sense of an invigorating sameness and continuity” (Erikson. all members in a category must have something in common. in the society and in various social relations. Social and cultural impacts on individuals are taken into consideration when identity is studied. Constructionism argues that identity is socially constructed (Yamamori, 2005). From a constructivist perspective, identity is multiple and dynamic, and is constructed and reconstructed in the interaction between the individual and the environment with the use of language (Gao, 2007). Identity is a matter of “becoming” as well as of “being” (Hall, 1990, as cited in Yamamori, 2005, p.7). In the sociocultural approach, since social, cultural and historical impacts on individuals are taken into consideration, individuals are seen as having social history, including social culture and social relations. These social factors make individuals feel the coherent sense of identity. In the next four paragraphs, social history, culture and the sense of belonging will be reviewed to study identity continuity. Social History Norton Pierce (1995) studied five immigrant women’s English learning in Canada and found that there is a complex relationship between a language learner and the target language and that the learner’s social history is involved in language learning. So she put forward the concept of investment. According to Norton Pierce (1995) and Norton (2010), the concept of investment sees a language learner as an individual with a complex social history. So the learner engages in language learning with his/her social history, including learning history. The learner exerts the learning history to help present learning. Investment shows the socially and historically constructed relationship between a language learner and the target language. The learner’s social history and his/her social identity are therefore involved in language learning. The learner’s social identity and how the learner perceives himself/herself as a language learner affect how much the learner invests in language learning. In other words, the language learner’s former identities are involved in and affect language learning. Language learning in turn affects the learner’s social identity. In this sense, in some period, in language learning, the learner continues his/her former identities. Besides, since the learner 13 has a complex social history and dynamic identity, how a learner sees himself/herself is based on and is affected by his/her social history. In this sense, the learner is continuing his/her former identity. The concept of investment indicates the continuity of a learner’s identity. In the present study, when the students learn English in the university, they may exert their English learning history in high school, which indicates identity continuity. Culture and the Sense of Belonging Casal (2007) defines social identity as individuals’ knowledge that they belong to a social group: family, nationality, race, gender, religion, social class, sexual orientation or occupation. I understand this definition from two aspects: the impacts of the social group on individuals’ self, and their sense of belonging. When considering factors of the social group that impact individuals, I pay particular attention to culture. The working definition of culture given by Schein (1992) points out that culture is a pattern of shared basic assumptions that the group learned as it solved its problems of external adaptation and internal integration, that has worked well enough to be considered valid and, therefore, to be taught to new members as the correct way to perceive, think, and feel in relation to those problems. According to the definition, culture greatly impacts individuals because culture makes a difference in external adaptation and internal integration and thus individuals consider it a correct way to think and feel. In Phan’s (2008) study, four Vietnamese teachers made negative comments on the Australian English education since, influenced by the Vietnamese culture, they did not think it a correct way that students call teachers’ names directly. But the Australian students call teachers’ names directly. The Vietnamese teachers’ criticism indicates that they were still influenced by their Vietnamese culture although they were in a western country. They were continuing their identity as Vietnamese. This shows the culture of the former community helps people continue their former identities. 14 The cultural influence does not only happen to people who travel across national borders, but also to those who move from one culture to another culture. Holliday (1999) creates two terminologies: large culture and small culture. By large culture, he refers to ethnic, national or international culture, whereas small culture means the cohesive behavior within any social grouping. Based on Holliday’s definition and categorization, English learners’ high school learning context and university context are two small cultures. When learners transfer from high school to university, from their former communities to the community where the university is located, they are undergoing from one small culture to another. As mentioned in the previous paragraph, community culture helps to maintain identity continuity. Accordingly, students may go to university with their sense of self continuity, looking at things with their pre-university culture. For example, first-year students may take with them the English learning culture in high school and the culture of their living communities to the university, and comment the learning communities in the university with their former community culture. These behaviors show that learners are continuing their former identities. Not only does the small culture help to maintain the identity continuity, but also the sense of belonging intertwines with self continuity. According to Phan (2008), when one informant, a Vietnamese teacher, was exposed to “Western theories of identity and culture, he strongly feels a Vietnamese national/cultural identity. He feels a stronger sense of being a Vietnamese when he is outside Vietnam” (p.63). Phan’s study indicates that when people experience change, moving from one environment to another, from one culture to another, they have a strong sense of being a member of the former community, or, a sense of belonging to the former community. This “being” gives individuals a sense of belonging. The sense of belonging to the former community makes people maintain a sense of self continuity. In summary, the literature review above shows that continuity is one nature of 15 and identity is a set of relations and social interactions. In this section. identity means “being”. the identity continuity is studied from the sociocultural perspective. Identity means “becoming”. Identity is a process of negotiating the self (Wenger. The idea that identity is fluid. from the poststructuralist perspective. Norton (2010) claims that identity categories “[are] sets of relationships that are socially and historically constructed within particular relations of power” (p. from one environment to another. It should be noted that the relation mentioned here refers to not only the relations among people. For example. Dolby & Cornbleth and Norton show that identity is concerned with social relationships. So another perspective is needed to capture the relationship between individual learners and the society and to capture the dynamic nature of identity. the relations must change. In this sense. identity construction is related to the understanding of an individual’s inner self about the significant social relation. a cognitive activity. In this sense.2. and fragmented. dynamic. so their identities change. Identity change and fluidity will be studied in next section.identity. in the process of social interactions. Furthermore. multiple. 2.357). At present. Accordingly. groups and particular contexts. when people move from one group to another. multiple. identity is generally acknowledged to be highly fluid. Similarly.2. 1998). Dolby & Cornbleth (2001) hold the view that people define themselves in relation to individuals. non-essentialism dominates identity studies. but also the relations between people and the social environment. the change of identity will be studied in two aspects: identity as relational. the social relations keep 16 .1. hybrid. As reviewed in Section 2. and identity as being constructed and shaped. The psychological approach isolates individuals from the society and views identity as fixed.3 Identity Change In the poststructuralist approach. fragmentary and contradictory is deeply embedded in identity study. identity split. “changing across time and space. (2002) study Chinese college students’ identity changes in English learning and discover that English learners go through some or all of six categories of selfidentity change: “self-confidence. the concept of investment and Gao. Likewise. p. et al. 17 . Gao. Gao. (2002) summarize that learners’ identities undergo changes in English learning. Cheng. et al. 2005. subtractive bilingualism. which leads to the change of identity. Drawing on Norton Pierce’s (1995) and Norton’s (2010) concept of investment again. learners’ identities are believed to be shaped in language learning. Norton (2000) and many other researchers study immigrants’ identity construction and their English learning in the target language context. Wenger (1998) delineates the communities of practice and suggests that learners engage in social practices in the learning communities. 2010. productive bilingualism. Yuan. learners’ identities are dynamic. and reproduced in social interactions” (Norton. in the process of which both learners’ identities and communities are mutually shaped.’s (2002) empirical study suggest that learners’ identity are shaped and reshaped in the process of learning or language learning. With this study. This claim is affirmed by a number of SLA studies. identity is subject to change when a person transfers from one social environment to another or experiences the change of social relations. That identity is dynamic and changing can also be seen from the viewpoint that identity can be shaped and constructed in the process of learning and social interactions. In other words. Day (2002) and Jackson (2008) study learners from the non-English speaking environment to English speaking environment: how learners deal with their identity construction and language learning in a power asymmetrical environment. and zero change” (Gao. The theory of communities of practice (COP).39).354). The concept of investment shows that identity is not fixed. For example.developing. I argue that the concept of investment reflects a learner’s identity is constructed in language learning. A number of studies have been conducted to show the identity change with the change of environments. p. In a word. but dynamic. et al. additive bilingualism. & Yan. 1 The Connections between Identity and Language In the following four paragraphs.In summary. p. the mutual relations between identity and language learning will be studied by reviewing the close connections between identity and language.69) by being assimilated and 18 .3. language is indispensable.78) into “a link in a very complexly organized chain of other utterances” (p. this study looks at identity continuity and identity change in the same people at the same time. 2. and impacts identity makes on language learning. In a word. and that they are “shaped and developed within a certain generic form” (p. 2. identity cannot be separated from language and learning. Only stressing identity continuity or only emphasizing its change fails to make a complete picture of identity. In other words. Identity undergoes “stability within changes or changes that take place along the lines of continuity” (Phan. the theories of dialogicality and voice and the notions of discourse and subjectivity are studied to show the connections between language and identity. Accordingly.56). Bakhtin (1986) claims that a speaker’s utterances always involve many voices – words and phrases taken over from the utterances of others. the mutual impacts between identity and language learning will be studied in this section. Language mediates social communication and learning.3 Mutual Relations between Identity and Language Learning In this section. 2008. continuity and change are two natures of identity. Either in continuity or in change. identity involvement and construction in language learning. The interrelations between identity and language learning will be studied in next section. I understand identity construction in language learning as the impact of language learning on identity. Gee (2004) points out that discourse is “a way of using language so as to enact a particular socially situated identity” (p. the speakers’ social identity is involved. For Weedon (1987).20). 2007). Foucault’s (1984) notion of discourse also shows the connections between identity and language. According to Foucault. During this process.reworked. Fairclough.71). When language is used. The notion of discourse shows that language is a social phenomenon. It is reflected that dialogues happen and continue with a prerequisite: speakers’ participation which involves speakers’ identities. The concept of subjectivity is another concept that reflects the linkage between language and identity. language exists with speakers’ identities. In other words. In the sociocultural perspective. Luk & Lin. involves the unconscious and conscious aspects of the individual. Similarly. constantly changing and evolving. The concept of revoicing indicates that speakers discursively position and reposition themselves in dialogues in a certain social context. In other words. discourse is the contextualized use of language for social purpose (Brown & Yule. 1983. discourse is a tool to reflect and affect people’s social positions which embody identities. In other words. In other words. Bakhtin’s theories of dialogicality and voice indicate that language cannot be separated from speakers’ identities. 1992. The concept of discourse also shows the close relations between identity and language. identity and language are inseparable. with 19 . self-authoring appears. O’Connor and Michaels (1996) put forward the idea of revoicing – a recurring move in discourse – and argue that revoicing helps students “be repositioned with respect to each other and with respect to the content of the ideas at hand” (p. the concept of discourse shows the inextricable linkage between language and identity. subjectivity. which enables speakers to appropriate discourses in an agentive way in a particular social context in order to internalize the discourses and carry on communications. Therefore. participants’ identities are involved.3. According to Weedon. 2. Wenger (1998) further points out that learning is a social and historical process in the communities of practice involving learners’ social relations and identities. 20 . Engagement. the learner’s identities are involved and constructed in learning. Language is a tool to demonstrate language users’ social positions and to play social functions.32).respect to how to see oneself and “the relation to the world” (p. Lave & Wenger (1991) as well as Wenger (1998) are always quoted to argue for the close relation between identity and learning. Weedon follows Foucault and relates subjectivity to discourse.2 Identity Involvement and Construction in Language Learning Among contemporary sociocultural theorists. Therefore. In this process of socialization. The theories of situated learning and communities of practice (COP) argue that learning is not only a cognitive activity in individuals’ minds but also a social activity happening in the social context. discourse and subjectivity were drawn on to make clear that language is a social phenomenon. subjectivity and language are mutually constitutive. 1997). Through language an individual negotiates a sense of self and gains access to or is denied access to the social status which empowers him/her to speak (Weedon. Lave and Wenger (1991) situate learning in social interactions and claim that learners undergo a process from partial participation to full participation. In other word. voice. imagination and alignment are three modes of belonging to the communities of practice. the concepts of dialogicality. Language is closely connected with identity. engagement in social practices is the fundamental process of learning by which we learn and so become who we are. The mutual construction of identity and language reflects the close connections between language and identity. arguing that “subjectivity is produced in a whole range of discursive practices …” (p. In the previous four paragraphs. identity is formed in discursive practices. 21). the learner’s identity is shaped and constructed. Renshaw and 21 . In other words. constructed and shaped by means of language in second language learning. when a learner learns a language in the communities. Learners’ identities are involved and constructed in their language learning. In the poststructuralist approach.26) appropriately so as to enact a particular identity. so language learning is closely connected with identity. He/she is also positioned in a certain discourse. Language learning is part of learning. culture and discourse. Learners are shaped when they participate in activities and learn the second language in socially shaped classrooms. In social participation. and multiple discourses meet and often conflict (Luke.The theory of communities of practice (COP) reflects that learning and a learner’s identity are inseparable. Day (2002) focuses on L2 learning in classrooms and asserts that language socialization takes place in language classrooms. and language and identity are inextricably linked. Toohey (2000) directly claims that learners’ identities are negotiated. Gee (2005) points out that acquiring a new discourse has more to do with a way of interacting in the world than to do with acquiring new grammar or vocabulary. culturally. language learners are not only positioned by discourse and other social components but also agentive in taking up positions. All studies above show that language learning is not a pure cognitive academic activity but a socialization process in which language learners’ identities are constructed. 2003). Therefore. the learner negotiates his/her identity. The language learning communities are socially. By taking up a certain social position. politically and historically located. culture and so forth. language learning communities are sites of struggle. This involves “acting – interacting – thinking – valuing – talking – (sometimes reading – writing)” (p. where different ideologies. A number of relevant studies show that identity construction takes place when learners study a language. cultures. the learner is placed in sites of struggle. 2007. they generate imagined communities and imagined identities. indeed. 2007. With imagination. as cited in Hirst.160). Imagined communities are the result when learners exert imagination to expand their world. p. Learners’ agency in identity formation in learning communities is also reflected by learners’ imagined communities and imagined identities. or representations” (Hirst.Brown (1997) and Pennycook (2001) use the term ‘‘appropriation’’ to indicate an active agent.178). p. 1996. Through participation in the socio-cultural classrooms and out of classrooms. p. I consider learners’ identity construction in language learning as the impact language learning makes on identity. The concept of imagined communities is defined by Murphey. language learners are not only shaped by the contexts but also actively learn to be particular kinds of people in language classrooms. The concepts of imagined communities and imagined identities indicate language learners establish their identities in an agentive way. In other words. In language learning. re-interpret or resist particular subject positions or socially constructed identities. In other words. learners are placed into particular subject positions. The previous five paragraphs show that in identity and language learning are closely related. ‘‘These culture specific ways (of being) entail the use of socially appropriate discourse genres and. learners are positioned or position themselves in an agentive way. 1998. 22 . p. valuing and thinking’’ (Hicks. learners’ identities are constructed in language learning.105. and master how to be a particular kind of persons. In a word. socially appropriate ways of acting. Jin & Li-Chi (2005) as communities learners imagine themselves belonging to at present or in the future. “allowing the possibility that the agent can invest. language learning impacts learners’ identities.160). When learners participate in language learning in the actual community. “we can locate ourselves in the world and history” (Wenger. Based on the concept of investment. Investment “attempts to capture the relationship of the language learner to the changing social world” (Norton Peirce. when a learner invests in a target language.17). The concept of investment depicts the mutual impacts between a learner’s identity and language learning: the learner’s identity impacts investments in target language learning. it is known that increasing the value of cultural capital means upgrading social positions. Wider access to material resources or symbolic resources will “increase the value of their cultural capital 3” (Norton. In other words.10). 1977). and money” (Norton pierce. How identity construction impacts language learning will be studied in next section. 17).Actually identity and language learning are mutually impacted each other. 2 Symbolic resources refer to such resources as “language. and the learner’s investment in language learning relates to his/her changing social identities. 17). 1995. p. 2. According to Norton Pierce (1995) and Norton (2010). 1995. p. Identity can negatively or positively impacts language learning. 2000. he/she expects a good return on the investment. he/she is investing in his/her identity. p. 3 Cultural capital refers to “the knowledge and modes of thought that characterize different classes and groups in relation to specific sets of social forms” (Norton Peirce. On one hand. the language learner is not a unitary and fixed personality but a person with a complex and changing identity interacting in society. real estate.3 Impacts of Identity on Language Learning Norton Pierce’s (1995) and Norton’s (2010) concept of investment is an influencing concept to reflect the co-construction relation between a learner’s identity and language learning.3. whereas material resources refer to “capital goods. as well as access to some resources that one could not have access to previously. p. 23 . The learner experiences identity construction in language learning. when a learner invests in language learning. and the language learning in turn influences identity. education. and friendship”. including material resources or symbolic resources2 (Bourdieu. According to the interpretation of Bourdieu. 1995. learners may gradually show their ambivalence towards language learning (Canagarajah. Increasing studies on language education have been conducted and found out that. Among the studies. In this section. 1993. Accordingly. Norton’s (2000. Norton (2010) stressed the same point that language learners would show resistance in language learning when they are imposed on unfavorable identities. withdrawal and non-participation. Adopting the concept of imagined communities. The disjuncture between the imagined learning community and the actual learning communities negatively impacts language learning. Harper. the negative impact and positive impact identity makes on language learning will be studied. 2010) studies show that learners’ imagined communities and identities impact learners’ language learning. 2. Norton Peirce. 1995). 24 .3. on the other hand. it is found out that a disjuncture between a learner’s imagined community and the actual learning communities may result in his/her non-participation. 1993.3. & Burnaby. They frequently found themselves silent. affected by their identities. Their experiences illustrate the point that learners’ social identities affect how they take part in everyday linguistic interactions.1 Language Learning Being Resisted Learners’ identities may negatively impact language learning in terms of resistance. Norton (2000) studies five immigrant women in Canada who kept diaries recording their day-to-day interactions. English learning can be enhanced. 2001) studies draw much attention. because they were positioned as immigrants and language learners. Norton’s (2001.language learning may be resisted. lacking the right to improve their English in ways that other non-immigrant language learners do. Rampton. Norton (2001) further investigates two among the five women immigrants and discovers that they stopped attending ESL classes because they felt the teachers were devaluing identities they desired for. In this way.23). working-class childhood. Nancy was an active participant at the beginning of the research but gradually turned to be a passive learner because her community identity as ‘big sister’ was not recognized and valued in her L2 learning class.2 Language Learning Being Enhanced Studies also show that language learning is enhanced when a learner’s identity is recognized. According to Hirst’s (2007) study. learners’ 25 . Hirst’s (2007) study indicates that the incongruence between how the learner desires to see oneself and how he/she is actually positioned contributes to the learner’s resistance to language learning. if learners’ imagined identities are respected. cultured people who are in turn interested in her” (p. the positive influence learners’ identities make on language learning will be reviewed. 2. they resist learning the language. These studies emphasize the negative influence of learners’ identities on language learning. interesting. Kinginger draws a conclusion that the student’s “stake in language learning is also a bid to break free of the confining circumstances of a peripatetic. Kinginger (2004) studies a university student learning French. In Norton Peirce’s (1995) study.240). their language learning is promoted. She got strength from her “investment” in her children’s future to “claim the right to speak” English in the Canadian society (p.228).3. This student’s imagined community in France is “populated with refined. and become a person she can admire” (p.3. In next section. The expectation of upgrading one’s social position promotes investments in language learning.A lot more studies point out the negative consequence of incongruence between how learners see themselves and how they are positioned in learning activities. On the contrary. If their actual community identities or their aspiring identities are not recognized or valued. Martina invested in English as linguistic capital in Canada. and so forth. class backgrounds. I employ the theory of communities of practice (COP). the concepts of imagined communities and investment to build a theoretical framework to explore. In the study process. When the learner finds the identity in the actual learning community is consistent with the aspired identity. The literature reviewed in this section shows that learners’ identities can positively influence their language learning in the ways that the congruence between the imagined identities and the actual identities promotes learning. what can be found if identity continuity and change are studied at the same time on the same group of people in the EFL context in China. learners may increase investments in language learning in order to access particular identities. The 26 . Therefore. Identity is dynamic and changing. Kanno and Norton (2003) and Murphey et al. but learner’s sense of continuous identity can not be neglected. In a word. how learners’ identity continuity and identity change and their English learning mutually impact each other in the EFL context in China. language learning is a social activity and is greatly influenced by learners’ identities.investments in second language may often be linked to future identities they hope for. Therefore. But few studies look into. literature has been reviewed to study the continuity and change of identity and the interrelationship between second/foreign language learning and learners’ identity construction. learners’ identities can enhance their language learning. new identities can be established. in the sociocultural perspective. So far. from the sociocultural perspective. Besides. (2005) suggest that socially constructing an imagined identity can promote a learner’s engagement in language learning. the learner is willing to invest time and energy in language learning. or finds access to the aspired identity. The success of language learning is related to the extent that language learning is congruent with the learners’ sense of their social positions. To summarize. Without legitimacy. 1998).166). COP is adopted to interpret learners’ participation in the learning communities (including non-participation. communities of practice are formed by groups of persons with shared interests or/and passion. 2001.4 Theoretical Framework The theory of communities of practice (COP) (Lave & Wenger. Legitimacy is a prerequisite for new comers to “be treated as potential members” since only after new comers gain enough legitimacy can “all their inevitable stumblings and violations become opportunities for learning rather than cause for dismissal.101).101). 2005. Wenger. 2010. p. p. 1998. 2007) are adopted to build up the conceptual framework of this study. 2010) and imagined communities (Murphey. The university is a 27 .theoretical framework for the current study will be elaborated in next section. 2. In the socialization process of learning. et al. 1998. new comers “would have a hard time learning” (Wenger. partial participation and full participation). from being new comers to old timers (Lave & Wenger. p. Legitimacy and peripherality are necessary for new comers to make full participation possible. marginality contains “a form of non-participation that prevents full participation” (Wenger. Based on this. 1991. Both legitimacy and peripherality enable some kind of participation. learners experience from “legitimate peripheral participation” (LPP) to full participation. neglect or exclusion” (Wenger. The theory of COP is adopted as part of the conceptual framework due to two points it highlights: learning is a socially situated process and learners’ identities are involved. 1998) and concepts of investment (Norton Peirce. 1991. Norton.. In contrast to peripherality. Wenger. Norton. According to Lave and Wenger (1991). 1995. Peripherality is understood by Lave and Wenger as “a way of gaining access to sources for understanding through growing involvement” (1991.37). Pavlenko and Norton. p. 1998. As Wenger (1998) claims. classes and dormitories are sub-organizations of the university. the first-year students may undergo the process from peripheral participation to full participation when they participate in English learning.215). learners’ identities are involved in learning. The social relations may affect learners how to see themselves and whom they try to become or avoid becoming. Members in the communities share some common interests. In the socialization process of learning. Learning is a process of “becoming”. learners’ identities are affected by society. The interactive relations may impact learners’ sense of themselves. In learning. In this sense. Learners participate in a variety of English activities in the learning communities and build up a set of social relations. learners build up social relations with other participants in the learning community. the university. Wenger (1998. Therefore. learners gain the membership and become members of the learning community (Wenger. 1998). so it is an experience of identity” (p. This present study takes a sociocultural view to look at learners’ English learning in learning communities. Accordingly. identity connects individual learners with society. learners become members of the learning communities. so this study considers impacts of society on learners. classes. through engagement.community for students who pursue higher education. “[l]earning transforms who we are and what we can do. dorms and organizations related to English learning are learning communities. Through engagement in the learning communities. organizations related to English learning are communities to facilitate learners to master good English. First-year university students are new comers to the learning communities. According to the socialization of learning proposed by Lave and Wenger (1991) and Wenger (1998). imagination and alignment. student-student relation. including teacherstudent relation. p.215) also claims that “learning communities will become places of identities” so long as “they offer a past and a future that can be experienced as a 28 . based on their prior learning experiences and knowledge as well as connecting their future. 1998). 2007. Learners’ participation in the learning community is a holistic process. present and future. Based on the elaboration of the theory of COP above. As is reviewed in Section 2. past. learners may recollect and reflect their learning histories before university and imagine their future.1 depicts how identity connects individual learner and society. present and future. Wenger. COP provides the theoretical basis for this study. In learning. COP considers the impacts of learning history and imagined future on learners. This present study is about students’ English learning in the first year university study. In this sense.1 Identity connecting individual and society. present and future Norton Peirce (1995) and Norton (2010) incorporate the viewpoints that learning is social practice and learning involves identities into the study of second language learning by proposing the concept of investment. the concept of investment reflects the mutual impacts between a 29 . Past Society Identity Individual learner Future The solid lines: The existing connections The dotted lines: The imagined connections Figure 2.3. identity connects individual learners and society. When learning English in the learning communities in the university.personal trajectory”. and how identity connects learner’s past. learners’ identities link their present with their past and future. and identity connects the past. Imagination enables learners to transcend the immediate communities and expand to wider range in space and time (Pavlenko & Norton. Figure 2. learner’s changing identity and his/her language learning. or when they find access to their imagined communities. How much the learner invests in language learning is affected by the learner’s social identity. In this sense. they invest energy and time into learning. The relations are depicted in Figure 2. But when they have no or little access to their imagined communities. investment connects an individual learner to the society. Language learning impacts learners in 30 . and in turn influences the social identity. 2001.. identities and imagined communities are co-constructed. For the reason that the concept of investment indicates the mutual impacts between a learner and the language learning. Pavlenko & Norton. An imagined community invites an imagined identity (Norton.2 as follows: Individual learner Identity Investment Language learning (English learning) Society Figure 2. non-participation may grow correspondingly (Norton. Norton.2 Investment connecting learner and society. 2007) is also adopted as part of the conceptual framework of this study because this notion is seen as a way to further understand the relationship between language learning and identity: how and whether language learners are motivated to invest in language learning or not relies on how they see or imagine themselves and their sense of belonging to the communities. 2005. 2010. 2001). identity and language learning The notion of imagined communities (Murphey et al. Learners’ language learning. this concept is adopted to examine how learners’ identities and their English learning in the university mutually impact each other. 2001). When language learners want to become members of a community. 1995) and imagined communities (Murphey et al. Norton Peirce. The current research aims to investigate how learners’ identity construction and their English learning mutually impact each other.. Wenger. identities and imagined communities. Pavlenko & Norton. they may recollect their past and imagine the present and future. Learners’ participation in language learning may provide opportunities of meeting more people and obtaining more experiences and knowledge. The participation in language learning may change the distance between language learners and the initial imagined communities.terms of how to see themselves and imagine themselves in the communities.2 are combined and situated in the learning community to form a theoretical framework for this study.3 as follows: 31 .1 and Figure 2. 2005. The elaboration above explains why the theory of communities of practice (Lave & Wenger. Therefore. there is a cyclically constructive relation among learner’s language learning. 2007) are adopted to inform the conceptual framework of this study. learners’ identities and imagined communities may be shaped by their English learning. The framework is described by Figure 2. Norton. 2010. 2010. When the learners engage in English study in university. So learners may correspondingly reconceptualize and reconstruct the initial imagined communities and thus new imagined communities and imagined identities may emerge (Gu. In reverse. too. the concept of imagined communities is drawn on as part of my conceptual framework. Learners’ English learning may be affected when they find the congruency between the actual communities and their imagined communities or find no or little access to their imagined communities. 2001. Accordingly. 2008). Figure 2. the concepts of investment (Norton. 1998). 1991. The concept of imagined communities indicates mutual influences between identity and language learning. or any organization related to English learning. On the left of the figure is the relations linked by identity. In this figure. According to the theory of communities of practice (COP). In this sense. in this study the learning communities in the university refers to participants’ dorms. their identities are negotiated and reconstructed. so when learners learn English in the learning communities. In other words. the circle means a certain learning community in the university. identity links individual 32 . classes. this figure presents the connections between an individual learner and society. Based on Wenger’s (1998) COP. the learner’s past. the dormitory. learning is a socialization process. such as the university. present and future. organizations related to English learning and the university. Also. the class. also learners have relations with the learning community by building up the sense of belonging to the community. learners have various social relations with other members in the community.This figure shows the relations between a learner’s identity and (English) language learning via investment when a language learner participates in the learning community. The impacts between identity. The “society” in this figure refers to a certain learning community. p. social relations. while the dotted lines mean the imagined connections. On the right of the figure. learning histories and imagined communities/identities. When learners engage in learning activities in the existing communities. so their desires and commitments to language learning keep changing. The solid lines mean the existing connections. 2010. language learning refers to learners’ English learning. They may construct their imagined identities. learners’ identities connect their past. 1995) is used to analyze how learners’ identities and language learning are mutually related and impacted. including English practices. Also. through engagement and imagination. commitments and practices for English learning. present and future. Learners’ social status and social relations determine their “cultural capitals” (Bourdieu. In this study.17) (i. the concept of investment (Norton. investment and language learning are 33 . English learning may impact how learners see themselves as English learners. According to this figure. learners experience identity construction. Norton Peirce.e. The new status and relations and self-concepts further generate a new round of desires.learners with the community. they may exert their imagination to expand their world and imagine communities they belong to at present or in future. 1977) and symbolic and material resources. Conversely. In brief. and further determine their investments in English learning. On the other hand. 1995. In reverse. In this sense. good learning outcome) leads to social position upgrading or the change of their self-concepts. English learning may influence learners’ access to resources and the social relations. “the good return on investment” (Norton Peirce. English outcomes and attitudes to English. learning is a historical process which involves learners’ learning history and imagined identities or expectations of the present and future. learners are viewed as having fluid identities. learners’ investments in English learning in the learning community are affected by their social status. In the sociocultural approach. language learning in a community is a social process in which. 2010.5 Summary This chapter has studied two natures of identity: continuity and change. this conceptual framework provides the theoretical basis for the mutual relations between learners’ identity construction and English learning. and reproduced in social interaction” (Norton. p. changing across time and space. The sociocultural approach stresses that language learning is a social process involving identity. In a word. This chapter ends with the theoretical framework based on which the current research is conducted. investment is a medium to link the individual learner with the society. On the other hand. this conceptual framework draws on the theory of communities of practice (COP). the concepts of investment and imagined communities to elaborate the complex interactions between learners’ identities and English learning. By investing in English learning. The learner’s identity can be constructed in the process of language learning. hybrid and “complex identit[ies].dynamic. This chapter went further to look into the mutual relations and impacts between language learning and the learner’s identity. a learner’s social identity can be transformed. 2010. English learning is a social process with learners who have multiple. either positively or negatively. Therefore. a learner’s identity can affect his/her language learning. p. 2. In summary. 34 . between individual learners and the society. By reviewing a great deal of literature.354).354). and emphasizes the “meaningful connection between learners’ desire and commitment to learn a language and their changing identity” (Norton. This framework stresses that from a sociocultural perspective. this chapter asserted that there are intimate relations and mutual impacts between identity and language learning. and identity can be continuous or changeable. a theoretical basis was founded for the current study to explore the mutual impacts between learners’ identity construction and English learning. historical and linguistic factors affecting learners’ sense of who they are and affecting their English learning. participants and research procedure.1 Introduction In the last chapter. what researchers should consider is the purposes of their studies and to match their research questions with the properties of the methodologies. the qualitative research method was employed. Next. This chapter will first explain why qualitative case study was adopted in this current study. followed by the elaboration of methods of data collection and data analysis. The data analysis is an interpretive and reflexive process involving the analysis of the social.CHAPTER 3 METHODOLOGY 3. this study investigates the factors causing learners’ identity continuity and change in their English learning in the first year university study. To gain an in-depth understanding of the mutual impacts when learners engaged in learning communities. 3. The research aim and research questions of this study require an in-depth investigation into students’ English learning in school 35 . this chapter will describe the research context. Focusing on two first-year university students’ English language learning experiences. Data was collected by using instruments of weekly diaries and interviews and analyzed by adopting thematic analysis and discourse analysis as analysis tools. as well as the mutual impacts between identity construction and English learning. contextual.2 Methodological Review: Qualitative Case Studies As stated by Larsen-Freeman and Long (1991). p. and interactions between nations” (p. lived experiences. Duff (2007) defines qualitative research as “a cluster or continuum of approaches that generally seek contextualized. Another reason that the qualitative approach is considered to be appropriate for this study is the “interpretative” nature of the qualitative approach (Davis. social movements. “Qualitative methods can be used to obtain the intricate details about phenomena such as feelings.974). where learners are involved in social contacts and social movements. qualitative approach attempts to develop insights into the investigated phenomenon from the patterns emerging from the data observed by the researcher.11).11). Qualitative research attempts to answer “why” and “how” questions (Yin. emotions. behaviors. cultural phenomena. In English learning activities. Qualitative research is applied in this study since the interpretative nature of qualitative research enables this study to explore how 36 . 2009).communities. In recent years. 1998. For one reason this study looks into university students’ experiences of English learning which happens in a certain social context – the learning communities. and feelings as well as about organizational functioning. Duff’s definition stresses the contextualization and the naturalistic and holistic understandings. Duff. emotions and reflections. and emotions that are difficult to extract or learn about through more conventional research methods” (Strauss & Corbin. qualitative research is adopted in this study. rigorous qualitative studies in social science and education gain increasing acceptance as an important way of research and creating new knowledge. The qualitative approach is considered to be appropriate for this study. holistic understandings and interpretations of phenomena that occur in particular types of contexts” (p. thought processes. naturalistic. students have feelings. Accordingly. 1995. Strauss & Corbin (1998) describe qualitative research by noting that qualitative research can refer to “research about persons’ lives. 2007). Rather than display statistical procedures and findings or other means of quantification. it is to “understand complex social phenomena” (p. 2003) so 37 .4). Gall. education. such as psychology. and help to understand why these happened. why learners go through the continuity and change of identities.English learners’ identity continuity and/or change happen in their English study. Case study is seen as a type of research design and analysis (Duff. Case study is generally defined as “an intensive. political science. In a word. Case study is also seen as an approach to qualitative research in education (Gall. how they experienced their emotion and attitude development. holistic description and analysis of a single entity. It is pointed out that case studies are now usually associated with interpretive qualitative research (Duff. the case study method provides researchers with opportunities “to retain the holistic and meaningful characteristics of real-life events” (p. anthropology. 2003). 2007). 2008). phenomenon. 1988. p.16) within a real-life context either over a lengthy or a more limited temporal period of time (Chapelle & Duff.4) (such as school performance). 2008). sociology. and how identity construction and English learning mutually influence each other. a case study facilitates researchers to search for meaningful patterns or themes in the data (Chapelle & Duff. Due to the significant role it plays in in-depth research. According to Yin (2009). how they perceived themselves. case study is applied in various disciplines. or social unit” (Merriam. In this research. the careful study of data from cases – participants – can show an in-depth picture on how participants learned English. & Borg. In order to understand the mutual relations between identity construction and English learning in the first-year university study in Chinese EFL context. In short. case study was used in this research to form a qualitative case study. two first-year university students from two different majors were recruited as informants. Accordingly. So a multiple case study was applied as a method in this research. for getting a degree and for job hunting in mainland China. 3. reading. identity construction and English learning) that are relevant to the research questions. listening. the research context and participants will be described in detail. so college English is a compulsory course in universities. English major and non-English major is a significant major classification in China. intensive and holistic analysis of the mutual relations and impacts between the continuity and change of identities and English learning. Students admitted to this university come from different provinces throughout the nation. such as International Trade. In brief. Chinese Studies. this study forms a multiple qualitative case study so as to have interpretative.3 Research Context and Participants This research was conducted in a comprehensive university in the Guangdong Province of China. But no matter what majors students are in. so on and so forth. based on the nature of qualitative research and case study. This may be caused by the prevailing popularity of English nationally. Even though textbooks for English majors and non-English majors are different. comprehensive English knowledge ranging from vocabulary. for both English majors and non-English majors. Generally speaking. Many majors are offered in different faculties. speaking and translation is required to be mastered by all students.g. English is valued as extremely important to college students for graduation from the university. In the next section. most of them take English study seriously. Bioscience.as to learn more about the entities (English learners) and to gain insights into issues (e. English Studies. on average the English proficiency 38 . English proficiency and career orientation. and this may lead to difference in curriculum design. but the majority of students come from the Guangdong Province. writing. As a foreign language. grammar. on behalf of the Higher Education Department. CET-4 tests the basic English level while CET-6 tests the intermediate level.C. 1998. Shi & Li. The College English Tests are conducted by the National College English Testing Committee. the Ministry of Education. Non-English major students’ passion for English learning. so they possibly have different career aspirations and thus English might play different roles in their future careers. Therefore.62). For one thing. non-English major students are under pressure in English learning. Many college non-English major students see getting high marks in CET-4 and/or CET-6 as helpful to graduation from university and job hunting. informants were recruited from first-year nonEnglish major students. it is desirable that informants come from different majors and have different family backgrounds. but nonEnglish major students are active in taking the national College English Tests Band 4 and Band 6 (CET-4 and CET-6). during which learners’ identity construction is obviously experienced. Diversity in the above aspects means diversity in participants’ identities. 1998. the first year in university is a transition from secondary education to tertiary education. For “maximum variation” (Merriam. p. their pressure in learning English and the larger population among the English learners in the country are the reasons for which I recruited students from non-English major as participants for this study. the first year in university study is regarded as a key phase to build learner autonomy and capability of self learning in English study (Li.R. to “provide an objective and accurate measurement of the test-takers’ English proficiency. including identities in their residential 39 . 2010).of the non-English majors is not as good as that of the English majors. First-year students were recruited. p. non-English major students are comparatively in a larger group on a national scale. For another. 2010. and improve the quality of our College English instruction” (Yang & Weir. P. But since on average the English proficiency of non-English major students are not as good as that of English major students. English learning in the first year in university is considered to be the basis for English study in senior grades (Wang. 2010).1). In addition. Greena’s major is Teaching Chinese as Second (Foreign) Language. she had already been an English teacher for the student participants for a semester (six months). but his role was not related to English learning. capable and experienced English teacher in the university. Pang was a leader role in his class. I described my research and the criteria for participant selection to the teacher both on phone call and by email. so she was appointed an English subject leader in her class by the English teacher. According to my requirements: diversified family backgrounds and diversified roles in school (leading others. Pang’s English proficiency level was considered low. These different backgrounds of participants helped maximize the variation of sampling and the representativeness. while Pang’s farmer family is in the Guangdong Province. Due to these reasons. 40 . and being a member of a certain English organization). in Pang’s class there are twenty-seven girls and ten boys. too. different genders and from different majors. Greena comes from a farmer family out of the Guangdong Province. When I approached her. and Greena and Pang were willing to participate in this study and completed the whole study. The teacher is considered to be a responsible. she tried to select two students from two majors – Greena and Pang –to whom she taught English. different English proficiency levels. In Greena’s class there are thirty-two girls and three boys. while Greena’s English proficiency level was comparatively high4. The teacher introduced my research to Greena and Pang. Greena (female) and Pang (male) were selected because of their positive attitude to this current study and their distinct backgrounds. I decided Greena and Pang – two non-English majors in the first year university study – as 4 English proficiency level was evaluated by the English teacher according to student participants’ English marks in the College Entrance Examination. As for majors. so she knew her students well. being led. Participants were selected through the English teacher’s recommendation. while Pang’s major is International Economy and Trade. and as English language learners.communities and in the university. Greena and Pang. Table 3. 2010. The main study began at early April. participated in the main study. a pilot study was conducted for two weeks from March 15 to March 28. It was found out that a couple of prompt questions for diary keeping and interviewing were not easy to understand. 2010 and lasted to the end of September. the study lasted for the entire second semester of the first university year.1 describes the time and participants of each round of interview. 2010 2 students 2 students 2students. 2010 September. In the light of the findings from the pilot study. Both in the pilot study and in the main study. in order to test the feasibility of data collection instruments and identify weakness in data collection. weekly diary keeping and interviewing were adopted as instruments for data collection. I improved the prompt questions before they were used for the main study. the English teacher was interviewed in September. Table 3. 2010. In the first stage. and three in the main study). Greena participated in the pilot study.1 Time and participants of each round of interview Research Time Pilot March. Both participants. Participants were invited to submit at least one entry of diary per week.two cases in my study. 2010 June.4 Research Procedure The research started in March. In order to enrich data. 2010 Participants 1 student Main 1st 2nd 3rd May. The research design involves four rounds of face-to-face semi-structured interviews in a time period of six months (one in the pilot study. 3. 2010. In other words. 1 teacher 41 . including the summer holiday. the and tracking day when factors activities and practices happened or write once a week in a retrospective way.2 Data collection methods and corresponding data Type of Collection Method Language How to Address Data Research Questions Weekly Participants diaries required to write down Chinese (from activities and practices (Mandarin). Table 3.2 introduces data collection methods and corresponding data. All interviews were audio-recorded. built identities and Participants might either what the mark down immediately were can be found on out. Table 3.3. interviews interviews were carried Chinese 42 Exploring participants’ . how they learned the English. participants’ learning. Student Semi-structured student Either English or 1. March were Either English or By to concerning English both. their and learning clear activities of understanding. activities and on 2010) practices that affected expression sense themselves or experiences depending English September.5 Methods of Data Collection Keeping weekly diaries and conducting semi-structured interviews were adopted to collect data. Two student participants were invited to keep weekly diaries to narrate their English learning and influential experiences in university and out of university. Diaries guided by were prompt questions. Multiple methods can provide different sources of data and different perspectives on the exploration. in and second the semester. how they corresponding feelings. The student participants and one English teacher were invited to take the interview. 3. According to Burgess (1994).5. 43 . Interviews were expression by questions. teacher’s observation on both. Complementing recorded.(from March out four times during the (Mandarin). since in diaries language learners introspectively and/or retrospectively noted their actual activities and practices concerning English learning or those experiences affecting their self-concept as well as their own subjective feelings and reflections. September. interviews were audio- 2. 2010) student sources or depending participants’ on clear practices in and out of expression English classes. data and understanding. Diaries record what have happened.1 Keeping Weekly Diaries Keeping weekly diaries is an important research method in my study. Diaries written by participants are valuable data to show how their identity construction and learning emerged. This study investigates English learners’ identity construction and language learning. learning depending identities September. diary keeping is an important element that constitutes documentary evidence which is seen as one of the methods ethnography and case study research rest upon. guided or English before clear entering university and and in the first prompt understanding. including the summer on 2010) holiday. positive and negative experiences. semester The of university study. to whole semester both. which means that their identity construction and learning need to be tracked over a period of time. and further clarifying participants’ weekly diary data. Teacher A semi-structured Either English or Enriching interview teacher interview was Chinese (in conducted to discuss the (Mandarin). in order to satisfy the researcher. since they were willing to practice their English. it was quite a burden for participants to keep diaries every day when their own subjects study was concerned. neither English classes nor extra curriculum activities out of class. As a result. both Greena and Pang chose to write their diaries in English. participants hurried to write some materials in the form of diaries.It was ideal if learners kept diaries every day since diaries could accurately record what participants did and felt on that day. Writing diaries in English could encourage their continuous participation. Possibly participants did not have any activities for English learning on some day. or even scared participants and caused them to withdraw. sometimes they might feel that they did not have anything to write down. However. Participants could choose to write in either English or Chinese. Therefore. students had English classes twice every week rather than every day. Consequently. Otherwise. I discussed those points with participants through internet channels or by phone. what language would be used was decided by participants. It was possible that participants chose to write in English. Occasionally they resorted to Chinese expressions when they failed to 44 . expressing in a foreign language might create some difficulties which prevented participants from expressing their ideas clearly. There might be a possibility that. Additionally. When there were points demanding further explanation and discussion. it is acceptable that participants took timely notes about activities and practices concerning their English learning and the corresponding positive and/or negative feelings as well as their influential experiences and then write the diaries once a week in a retrospective way according to their notes. as long as the expressions were clear and understandable. Therefore. There might also be a possibility that regular study on campus failed to provide students with many experiences which impacted how they saw themselves. However. I put them forward in following interviews. I collected diaries once a week through email. I read and roughly analyzed before each interview. influential experiences. and how their experiences impacted their sense of themselves. I found participants’ writing were narrow.clearly express their ideas. There are two sets of prompt questions for weekly diary writing. participants’ feedback that they did not know what to write and how to write it became the reason I changed expressions of original questions to make them more easily understood. Influential experiences and the corresponding feelings were asked in order to elicit how participants’ identities were affected. The method of keeping weekly diaries could track the development of participants’ 45 . This set of prompt questions is in Appendix I (See Appendix I). To prevent participants from writing materials too far from the main topic. This set of prompt questions is in Appendix II (See Appendix II). the set of prompt questions in the main study covers five questions including participants’ English activities. so I added two prompt questions. they were free to write anything about their practices and feelings concerning their English activities as long as they based their writing on answering the prompt questions. Participants responded to me that this set of prompt questions was more understandable and easier to follow. recollection of the past and plans for English learning. Participants’ English activities were asked to elicit how their English learning was carried on. However. As a result. The set used in the pilot study focuses on participants’ English activities. In addition. experiences with great impacts and plans for English learning. impacts of their experiences on English learning. participants’ feelings about English activities were asked to elicit how their English learning impacted their identity construction. After I collected and read the pilot diaries. These prompt questions were designed to know how participants’ English learning went on. Questions concerning participants’ past recollection or future planning were designed to discover how and when participants had identity continuity and how their identity construction impacted English learning. some prompt questions (See Appendix I and Appendix II) were prepared to guide their writing. The 46 .5.2 Interviews Semi-structured interviews with open-ended questions were applied as my core method. For one reason. Rapley. interviews are adopted in this study to elicit informants’ English learning identities before university and in the first semester of university study. 2004). Consequently the diary data was subject to be less credible. participants might delay writing and delay the submission of weekly diaries. historical and individual information as possible. views. they might also write some experiences without following the prompt questions. feelings and intensions. For another reason. so interviews can provide contextual. Park (2009) also claims that “indepth interviews have been successfully used by many sociologists to obtain rich biographical data about individuals’ identities and their perceptions of the world around them” (p. It is introduced that by having conversations with interviewees about their actual experiences. Besides. The direct interaction in interviews is a window to interviewees’ voices. how they see themselves and how they see the world around them. 2010). being busy with their own study. interviews provide occasions for direct communications between the researcher and the informants. interview was also employed in this study. thoughts.identities and English study. However. 3. interviews may overcome the weak points of diary writing.g. Interviewing is the most commonly used method for collecting data in qualitative research (King & Horrocks. researchers can have a special insight into subjectivity and voices of interviewees in face-to-face interviews (Atkinson & Silverman. Interviewing was adopted as a method in this study because this study aims to investigate how English learners see themselves and see their learning communities when they learn English. feeling nothing to write). 1997. for the reasons stated above (e.34). In order to obtain more credible data and gain as much rich contextual. individual and historical information. guided by prompt questions. I acted as a 47 . Moreover. in other words. retrospective recollection in interviews is inevitable since this research began in the second semester of students’ university study.169). In all interviews in this study. The interviews conducted in this present research were guided by open-ended questions which have “a specific but implicit research agenda” (Fetterman. as a researcher and a participant observer. The English teacher was interviewed as another data source to enrich students’ data. 1994. feelings and thoughts. p. Data concerning English learning before the second semester in the university study were elicited in a retrospective way in interviews. all those “behaviors that took place at some previous point in time” (Patton. It is reasonable to elicit learners’ English learning identities by accounting learning experiences before university and in the first semester of university study in a retrospective way in interviews.method of interviewing could provide occasions for me. participants could concentrate on relevant themes and provide further viewpoints along the themes. Guided by prompt questions (See Appendices III-VII). Semi-structured interviews were conducted in this study to interview student participants as well as the students’ English teacher.272-273). but offers enough shape to prevent aimless rambling” (Wragg. Learners’ experiences in English learning covered the experiences before learners’ university study and the experiences in the first semester and in the second semester in university study. to obtain data about learners’ perceptions of themselves in English learning by communicating with participants. p. the operation of eliciting past experiences in a retrospective way in interviews is theoretically supported by the claim that “it is also necessary to interview when we are interested in past events that are impossible to replicate” (Merriam.38) and “allow respondents to express themselves at some length. Rapley (2004) also argues that interviews can produce retrospective accounts or versions of interviewees’ past experiences. 1990. Although retrospective recollection may cause problems such as dim memories and the mixed past with present. P.72). 1998. 1998. p. I attempted to create a relaxing atmosphere for the participants to express their ideas in the interviews. I slightly guided participants only when they stayed far from the main topic. Talma.1 Student Interviews This part will elaborate how the student interviews were conducted.5.2. thoughts and identities and thus plays a role in shaping meaning and power in the interview (Alvesson & Deetz. The language for interviewing was chosen by participants. What language was used depended on participants’ willingness.conversation participant and a participant observer. In this sense. Language used in the interview provides the context for interactions. but also a social practice and a site for investigation in which both the interviewer and interviewee(s) collaboratively participate (Mann. 2010 and three rounds of interviews were conducted in the main study from May to September. English proficiency and the need to express. Sometimes I asked the participants to clarify some points in detail. Language Used in Interviews A semi-structured student interview was carried out in the pilot study in March. The student interviews and the teacher interview will be elaborated in the following sections. and how the interviews in the pilot study and in the main study were conducted. 2010. 3. the language used in interviews in this study was either Chinese (Mandarin) or English. A research interview is regarded as not only an instrument of data collection. or both. Communication in interviewees’ language can show interviewees’ views on 48 . I facilitated the interviews without overly directing students’ and the teacher’s talks. What language was adopted in interviews is worth careful consideration. including what languages were used in the interviews. 2000). Besides. 2010). how to design the prompt questions. 2010. the interactional context plays a role in constructing data. 2006). since language becomes a constitutive act instead of a medium for information exchange when interviews are seen as collaborative behaviors (Welch & Piekkari. With consideration. Chinese was used for a better communication. Since gradually researchers and interviewees got more and more familiar with each other. 1998). in response to the prompt questions.themselves and on the world and help establish good rapport between the interviewer and interviewees (Tsang. the more freely and naturally the participants would think and express themselves. In order to track the identities of the target informants. I asked less and less prompt questions for the interviews. rather than to seek concise answers to prompt questions. similar items were designed as prompt 49 . the reason for using English is that participants thought it was a good chance to practice oral English and thus they were voluntary to participate in and were active in this research. When participants knew the research well. learners’ identities before university and in the first year in university study need to be tracked and compared. similar items related to learners’ identities and English learning in different time phases should be looked at. To capture if learners continue former identities or change into new identities. feelings and thoughts. the less prompt questions are. Accordingly. Greena chose to mainly use English in interviews. otherwise. This research aims at exploring learners’ identity continuity and change impacted by their English learning in the first academic year in university. Therefore. English was used when she was able to clearly express in English. and the interviewees knew the research better and better. Pang used Chinese for communication in the interviews all the time. The objective of the interview was to encourage the participants to talk about their experiences. the student interviews in this study were not conducted in a way of asking and answering questions but that for most of the time I listened and student participants talked. Prompt Questions Designed for Interviews In interviews participants were free to describe their experiences and express their ideas as long as the topics were related to this study. In this study. To elicit data on family and residential community identities: (March. The 1st round The in the main set 1st 4. pre-university English learning identity. How learners’ identities continue and/or change can be found by comparing their accounts in different phases (before university. study and identity construction and English learning in the (May.3 Contents of the prompt questions of student interviews Interviews Contents of prompt questions Pilot study 1. prompt questions to elicit data on learners’ pre-university memories and English learning identities. social relations and English learning in high school (See Appendix III). prompt questions to elicit data on learners’ English learning and identity construction in the first semester of university study. What were designed for the prompt questions of each round of student interviews are listed in the following table (Table 3. and prompt questions to elicit data on learner’s English learning and identity construction in different phases in the second semester of university study. 2. roles in family. As a result. To elicit data on identity construction and English learning in the first semester of university study: university life. roles. roles. family expectations and community background (See Appendix III). in the first year of university study). 2010) family status. 3.3): Table 3. the feelings for the university and recollections of high school lives (See Appendix III). social relations. prompt questions for student interviews are sorted out as the following protocols: prompt questions to elicit data on learners’ family and residential community identities. To elicit data on family and residential community identities. 2010) first semester of university study: based on the revision of the prompt questions used in the pilot study. but 50 more systematically ordered (See .questions of interviews conducted in different time phases. English learning.To elicit data on pre-university English learning identity: high school life. nd round 6. 2010) Appendix VI). Key Features of Interviews in Different Stages As listed in Table 3. influential experiences. Greena and Pang participated in the interviews conducted in mid May. the prompt questions were designed to elicit participants’ backgrounds and track their identity construction in their English learning. social relations and recollections of the past (See Appendix V). The 3rd round 7. This interview lasted for two hours. The set 2nd 5. two sets of prompt questions were 51 . and reflections on the first year in university (See (Sept. To elicit data on English learning in the summer holiday.3.3 and Appendix III). To guide participants to talk about English learning in the second semester in university study (from the beginning of the 2 nd semester to the time when they were interviewed): English learning practices.. The second semester began in March. 2010) influential experiences. 2 &3 in Table 3. in the main reflections on final English examination results in the second study semester. Greena was invited to talk about her family and residential community identities and English learning before university (mainly in high school) and in the first semester (See Point 1. To guide participants to talk about English learning in the in the main second semester in university study (the time in between the two The 2 study interviews in May and June): English learning practices.Appendix IV). so it is highly possible that Greena still had a clear picture in mind about her English learning in the first semester of university study and even in high school. In the pilot study in March 2010. but the focus of each round was different. The prompt questions for different rounds of interviews were somewhat similar. (June. social relations and recollections of the past (See Appendix V). Since Greena had participated in the pilot study. I also changed the order of questions to form a more systematic set. I specified the questions to make them easier to understand. The second set of interview prompt questions was made to track participants’ English learning and their identity construction in different phases in the second semester of university study. in that. since that set of 52 . I added three questions. One set was used to guide Pang to talk about his family and residential community identities. This set of questions was simple and easily understandable. Besides. English learning and corresponding feelings in the second semester were discussed in her interview. their identities can be tracked by asking their influential experiences and social relations with schoolmates and teachers in the university. their recollection of the past can indicate their identity continuity. The second round of interviews in the main study was conducted in late June. Participants’ English learning can be tracked by asking their English learning practices. Interviewees appeared active in talking about their experiences. 2010. The reason is that only her influential experiences. After the pilot data was roughly analyzed. according to the university schedule. The first set of prompt questions was based on the revision of the prompt questions used in the pilot study. The interview for Pang lasted for two hours or so. students were busy with lesson review and preparation for examinations of various subjects. I noticed that participants could not really understand one or two prompt questions. This round of interviews was arranged.designed. Another set was used to track both participants’ identity construction and English learning from the beginning of the second semester to the time when they were interviewed (See Point 4&5 in Table 3. English learning identity before university and in the first semester in university. while the interview for Greena lasted for about one hour. This was a critical period to see how learners dealt with their English study when they were faced with many examinations.3 and Appendix IV and Appendix V). six weeks after the interview conducted in May. Prompt questions for this round of interviews were the same as the second set of prompt questions used in May. Accordingly. prompt questions was designed to track participants’ identity construction in different time periods in the second semester (See Point 6 in Table 3. The interviews could also reveal participants’ reflections of their English learning in the first university year. After each interview. I found out some data which required further explanation and put them forward in the next round of interviews or through internet communications with participants. 53 .3 or Appendix VI (Refer to Point 7 in Table 3. In interviews. They also had known their English exam results. During the holiday. if there were points requiring further clarification. To find out all these experiences and thoughts of participants. they might have time to think deeply about their English learning in the first year in university. The third round of interviews in the main study was carried out in late September 2010 when participants finished the first year study and the first summer holiday in university. In addition. Each interview was audio-recorded. the audio-recording was listened to and roughly analyzed. participants’ weekly diary data were discussed. Therefore. Each interview in this round lasted for about two hours. Each interview in this round lasted for one hour or so. After the first year ended.3 and Appendix VI). I could find out how learners’ identities were constructed and how their English learning went on in the first year in university. participants were asked to further clarify some data from weekly diaries. After the interviews. this round of interviews was arranged in order to find out how participants dealt with their English learning when they did not have English classes in holiday. how they felt and reacted after they knew their English exam results.3 and Appendix V). as well as how they thought of themselves after one year’s study in university. the audiorecording was carefully transcribed for further analysis. by comparing participants’ thoughts with their pre-university views. too. prompt questions were designed as Point 7 listed in Table 3. iterative and ongoing process. According to my criteria of participant recruitment. attitudes to English study. this section elaborated what instruments were used to collect data.6 Data Analysis The process of data analysis was a cyclical. For an academic year this teacher was in charge of English teaching for the two different classes where participants were chosen from. this teacher recommended the two participants for my research. The prompt questions of teacher interview were designed to elicit the English teacher’s observations on participants’ English learning practices in class and after class (through assignments) by asking the teacher to tell stories about the participant students. the English teacher was interviewed and her data was analyzed. Both English and Chinese were used. Her observations about participants in class and out of class could be a data source to access students’ English learning and their identity construction in the whole year.5. The prompt questions included students’ final English examination results. and how weekly diaries keeping and interviewing were conducted to collect data from student participants and from the English teacher. Therefore. and the questions or points demanding further clarification were discussed with participants through the internet tools or be taken to next 54 . The prompt questions are in Appendix VII (See Appendix VII). In summary.3. English proficiency in each semester. performance in English classes and to extra-curriculum English activities. The language used in the interview was chosen by the teacher.2. 3.2 Teacher Interview The English teacher was interviewed for around two hours in late September 2010. Data (interview transcripts and diary entries) were roughly analyzed immediately after they were collected. and relations between the teacher and the students. Based on Braun and Clarke (2006). After themes were identified. p. Also. themes in the data could be identified in the first stage. This is because with the use of thematic analysis. 3.face-to-face interviews. the process of data analysis did not go on in a purely disjointed manner. and it involves the searching across data to find recurrent patterns of meaning. based on the initial analysis. all interviews were transcribed verbatim. King and Horrocks (2010) claim that thematic analysis is concerned with the right balance between cross-case analysis and 55 . the research questions. discourse analysis could be used to explain how the themes were identified by looking at participants’ discourse. thematic analysis was adopted in this study mainly to identity themes. Before this stage systematically began. Since Greena’s interviews were mainly conducted in English while Pang’s were in Chinese. 2006. two analytical tools were adopted: thematic analysis and discourse analysis. however. thematic analysis was used to identify themes in the first stage. all Chinese data were translated into English with a deliberate attempt to retain the original expressions used by the participants so that their perspectives could be better revealed. Data analysis was based on the research questions and the theoretical framework.6. analyzing. corresponding changes were made in the prompt questions for weekly diaries writing and later interviews. Thematic analysis was used in the first stage and discourse analysis was used in the second stage. and reporting patterns (themes) within data” (Braun & Clarke. Instead. the theoretical framework and the coded themes. As introduced in the previous paragraph.79). thematic analysis is a relatively straight-forward form of qualitative analysis. the whole process of data analysis was a process in which consideration went back and forth between the data. newly emerged themes and patterns were not neglected.1 Stage One: Thematic Analysis “Thematic analysis is a method for identifying. Therefore. In this process. Nevertheless. social relations. Then I grouped and re-grouped descriptive codes and interpreted the groups. the analysis of the diary data and interview data could identify participants’ common patterns and different patterns. Drawing on King and Horrocks’s (2010) approach to thematic analysis of the data. interpretative coding and overarching themes. roles. diary data and interview data) first. The themes I identified reflect the constructs in the theoretical framework. a range of key themes appeared. Likewise. In this study. in that thematic analysis looks at patterns or themes. including self perceptions of being a foreign language learner. recurrent and distinctive features so that descriptive codes were defined. I considered the interpretative themes to derive key themes for the whole data set. English learning and social relations in high schools and English-related activities. influential experiences. future career expectations. I read through the data set to highlight relevant. the growth of the sense of belonging. Based on the prompt questions. attitudes to English. “highlighting what interviewees have in common as well as how they differ” (p. prior to conducting thematic analysis. In line with this concern. social relations in university. The set of data organized by type facilitated cross-case analysis. and then by case. participants talked about their family identities. The themes generally fell into 56 . the within-case analysis produced a holistic view of each participant’s identity construction and English learning trajectory from high school to the end of the first year in university. I identified the themes by undergoing three stages of coding: descriptive coding.g.within-case analysis. the set of data organized by case facilitated within-case analysis. I prepared two sets of data: organized by type (e. With thematic analysis. since diary data and interview data both contained data of the two cases.150). By making a comparison across the cases. English related activities and English learning outcomes. Finally. At the stage of descriptive coding. In this process the conceptual framework was a basis to make sense of the themes. and the social interactions can be understood. A close look at what language people use can throw light on speakers’ social practices and social relations. So discourse analysis is “oscillating between a focus on specific texts and a focus on … the relatively durable social structuring of language” (Fairclough. and English learning. Accordingly. discourse analysis explores “how knowledge. Accordingly. p. discursive practice (text production and text interpretation). 1983.3). p. so discursive practice mediates the interrelation between the dimensions of text and social practice. discourse is “language in use” (Brown & Yule.1). By studying how language is used. Discourse reflects social practices and serves social purposes and functions. 2003) framework of discourse analysis brings together linguistically-oriented discourse analysis and social thoughts related to 57 . and social goods are negotiated and constructed through language-in-use” (p.identity continuity. 1983.6. Discursive practice dimension specifies how the text is produced and how it is interpreted in the social context. 3. meaning. discourse analysis was adopted in the second stage of data analysis to analyze how participants’ identities were shaped in English learning in the first year of university study. p. identity change.2 Stage Two: Discourse Analysis According to Starks and Trinidad (2007). 2003) concept of discourse is three-dimensional.1) which cannot be “independent of the purpose or functions … to serve in human affairs” (Brown & Yule. Fairclough’s (1992. identities. and social practice. discourse analysis was adopted in this study to analyze the language participants used so that their views on themselves. In this sense. Fairclough’s (1992. including text (spoken or written). the society. Discourse analysis includes text analysis and the analysis of how language is used in the society. From the sociocultural perspective.1374). a person’s identity can be explored. discourse is more than grammatical units in texts. 2003. Adopting concepts of communities of practice (COP). For another reason. For one. this study focuses on how English learners saw themselves in the first year study in the university context. the theoretical framework looks into learners’ language learning and identity construction from the sociocultural perspective.4). text analysis is connected with “the ways in which social relations are exercised and social identities are manifested in discourse” (p. According to Fairclough (1992). by doing text analysis. In this sense. Language learning is seen as a social practice involving learners’ identities. how a person’s discourse reflects and influences the society is what discursive practice and social practice look at. In other words.137). There are two reasons. this study only adopted text analysis to analyze data. Text analysis reveals social relations and ‘the self’. imagined communities and investment.discourse and language. Nor does this study look at the impacts learners’ discourses made on the social context. This discourse analysis framework aligns with the theoretical framework of this study (discussed in Section 2. In a word. By analyzing the learners’ texts (weekly diary entries and interview transcripts). one can have insights into the text author’s social relations and identities. The discourse analysis in this study mainly focuses on text analysis. Therefore. Fairclough’s model of discourse analysis aligns with the theoretical framework of this study. Accordingly. text analysis is connected to ‘relational’ and ‘identity’ functions of language (p. Accordingly. according to Fairclough (1992). Fairclough (1992) claims that text analysis can be conducted by analyzing 58 . the theoretical framework of this study stresses the social nature of language and learning. Fairclough’s framework emphasizes the interrelation between language and the society. The situated contexts and social relations in language learning are taken into consideration. but not focuses on how learners’ discourses reflected the broad social context. I can have insights into learners’ identities and social relations in their English learning in the university.137). modal adverbs and modal adjectives to show commitment to obligation. is realized by tense. I also found some sentences expressed in the present 59 . 1992). According to Fairclough (2003). I attempted to find out participants’ meanings. By looking at participants’ vocabulary and semantic relations. 2007). I discovered a number of modal verbs. dealing with author’s commitment to truth. such as ‘must’. necessity or permission. which show participants’ commitment to necessity. Accordingly. obligation. ‘should’. analysis of grammar centered on the analysis of grammatical features associated with modality and evaluation. Vocabulary mainly copes with individual words and implies the process of wording the world (Fairclough. Drawing on Fairclough’s (1992) study. Gu. tentative. etc. 2003. cohesion and text structure. In dealing with participants’ vocabulary. What people commit themselves to indicate how people see themselves and relate themselves to the world. subjectively or objectively marked claims. so people’s modality and evaluation reflect people’s self identities. ‘can’. cohesion and text structure of participants’ diary and interview data. such as ‘certainly’. grammar. there are different types of modality. p. confident or assertive intonation).and thirdperson statement. while the latter. ‘kind of’). I kept the original flavor of what was written and said when I translated the interview data in order to make data closest to participants’ original meanings. I carefully examined participants’ diaries and interview transcripts at the level of vocabulary. and a few modal adverbs. hedges (such as ‘sort of’. first. such as collocations and patterns of co-occurrence of words. Both modality and evaluation are seen “in terms of what authors commit themselves to” (Fairclough.165). When I studied participants’ diary data and interview data. and tag question (Fairclough. 2003. In this study. permission and affinity with truth and probabilities. intonation (such as hesitant. participants’ modality choice and evaluative statements in the data were carefully studied. such as deontic modality and epistemic modality. I carefully studied the linguistic forms mentioned above. grammar. I focused on analyzing vocabulary. The former is realized by using modal verbs.vocabulary. etc. ‘definitely’. evaluative statements about the learning communities reflect how participants related themselves to the learning communities. the learning communities and the social relationship reflect how participants saw themselves as well as how they related themselves to the world. Evaluation deals with author’s commitment to “what is desirable or undesirable. p. cohesion and text structure can show how a language user employs the text to construct his/her relation to the world. As a result. attitudes to English.simple sense which indicates participants’ affinity with truth. including comments on participants’ English competence. 60 . 1992). According to this definition. In a word. Besides. Cohesion and text structure concern with how the text is built with language linkage from smaller units into larger units. evaluative statements about peer students reflect how participants identified the social relationship. In other words. the university and the social relationship. Findings will be presented in detail in Chapter 4 and Chapter 5. good or bad” (Fairclough. Based upon this point that an author’s evaluation indicates his/her identities.164). participants’ evaluative statements in the data show their identities in English learning in the university. evaluation is another device to display how the author thinks or how he/she relates himself/herself to the world. I also took participants’ silence and gaps in the texts. how participants took part in the interviews also reflects participants’ identities. Actually. and how the text is formed with elements and episodes (Fairclough. I carefully examined participants’ use of conjunctive words. Therefore. participants’ evaluative statements about themselves reflect how they identified themselves. 2003. I identified a number of evaluative statements. Cohesion and text structure were adopted in this study for the reason that how participants employed linguistic elements (such as conjunctive words) to express their opinions on their English learning. turn-taking and the selection of topics into consideration. I carefully studied all the evaluative statements in the data. I worked on building up a relationship of mutual trust and confidence with each participant. the credibility of the researcher and the researcher’s philosophical belief in the value of qualitative inquiry are three distinct elements the credibility of qualitative inquiry depends on. this study explores how the participants’ (Greena’s and Pang’s) identities were formed in English learning in the first year of university study. This study relies heavily on the participants’ verbalizations of their experiences. data analysis was conducted in two stages. Their active participation means that they are willing participants rather than obliged informants. In this current study. In the following paragraphs. thematic analysis was used to identify themes. grammar.7 Research Credibility and Validity Patton (2002) claims that rigorous methods. cohesion and text structures. Rigorous consideration is needed from the research design to the research report. 3. To address such issues. Focusing on informants’ vocabulary. trying to get clear data retrospectively. triangulation and member checking. including building the trustful relationship with participants. so an important question to consider is the extent to which individual students are conscious of and can comment on their experiences and some other concepts such as their perception of competence and value. In the first stage. conducting intensive interviews. before the study. I had a meeting with participants and 61 .In summary. The possibility that participants may feel obliged to justify or over-rationalize their thoughts and behaviors also need to be considered. the following steps were taken: 1. some steps were taken to enhance the credibility and validity in data collection as well as in data analysis. For example. how the study was carried in a rigorous way will be first introduced. The students joined the study on a voluntary basis. 2. in the second stage discourse analysis was adopted to analyze the discourse participants used in this study. 1992. there might be a possibility that participants failed to provide clear experiences due to the fading memory. triangulation and member checking are recommended by Rallis and Rossman (2009) to enhance the credibility and validity of research. The period of data collection for this study was only six months. A “suitably relaxed and encouraging relationship” (Ackroyd & Hughes. I also explained the aims of the study in an attempt to make them sympathetic participants. with weekly diaries collected each week.then invited them to lunch. since the elicitation of participants’ identities and English learning in the past was conducted in a retrospective way. triangulation 62 . and then gave participants enough time to recollect the past. Drawing on Rallis and Rossman (2009). The frequent contact with participants enabled me to learn about and learn from participants better. participants easily considered things based on the moment they were interviewed instead of the past. I assured the participants that all data would be confidential and that they would be used for research purposes only. I frequently emphasized that we were talking about the past. with the purpose of introducing my research to them. In order to address this issue.108) between the interviewer and interviewees enables interviewees to feel at ease when expressing ideas in interviews. or very intensively. one strategy to help establish credibility is to design the study with data collection over a long period of time. multiple methods of data collection were adopted. The retrospective way might also cause another issue: when they were asked about the past. In this current study. It was conducted intensively though: most interviews were carried out at intervals of six weeks. p. Furthermore. In this case. In order to address this issue. if over a short period of time. In interviews. with a purpose to elicit participants’ memory from different angles. and to build rapport with them. I designed a number of prompt questions for the interviews. In summary. evolving understandings of issues under investigation. provides not only a fuller understanding of the phenomena studied (Bogdan & Biklen. Triangulation. After the data were organized and analyzed. to see their opinions and see any need to correct or add information. 1999). 2002). This chapter first accounted for why this research should be conducted in the qualitative way as a case study. in order to ensure the credibility of the study. naturalistic inquiry. I made clear my position as a researcher to the participants in data collection and to readers in the research report. In addition to the rigorous methods described in previous paragraphs. I shared the data analysis with student participants.of data sources was achieved to check out the consistency of data from student participants’ diaries. I kept a log throughout the research journey. inductive analysis and holistic thinking. 2007) but also cross-data validity checks (Patton. Qualitative research is necessary to answer “how” and “why” questions. the above steps enabled me as a researcher to develop a cooperative approach with the participants and to establish the credibility and validity of the study in different ways. their interviews and their English teacher’s observation. I attempted not to assume any result before I got the findings. and further decisions. I appreciate qualitative research method including the purposeful sampling. participants and 63 . As a researcher. member checking was adopted. In addition to philosophical belief. recording my own psychological changes. the credibility of the researcher and the researcher’s philosophical belief in the value of qualitative inquiry are also critical to credibility and validity (Patton.8 Summary Chapter 3 has elaborated how this research was conducted. This chapter also described the research context. 3. with multiple data sources. The whole chapter depicted a picture about where and how the research was conducted. By explaining the data collection instruments and data analytical tools in detail. 64 . and how to deal with data. who participated in it. The last section showed attempts to enhance the research credibility and validity.research procedure. this chapter elaborated the whole process of how data were collected and analyzed. This chapter consists of four sections. Section Three will first present Greena’s data. many interview excerpts and weekly diary entries will be 65 . Beginning with a summary of indicators of identity continuity. Each participant’s data will focus on the evidence of learners’ identity continuity. and then present Pang’s data. Section One introduces how this chapter is organized. and the mutual impacts between participants’ identity continuity and English learning. but also changed their identities into new identities in some aspects. FACTORS. mainly in their high school. In this chapter. Findings about evidence of learners’ identity continuity. factors causing learners’ identity continuity.CHAPTER 4 LEARNERS’ IDENTITY CONTINUITY: EVIDENCE. and the mutual impacts between learners’ identity continuity and English learning will be presented in this chapter. as non-English major students.1 Introduction Thematic analysis and discourse analysis of data produce findings concerning how learners constructed their identities in their English learning in the learning communities in university. Findings show that. AND MUTUAL IMPACTS BETWEEN IDENTITY CONTINUITY AND ENGLISH LEARNING 4. Findings about identity change will be presented in next chapter. factors that contributed to learners’ identity continuity. The last section will make a summary about how the two participants’ identity continuity and English learning mutually influenced each other in the first year of university study. Greena and Pang continued their former identities in some particular aspects in certain periods of time. Section Two will describe Greena’s and Pang’s English learning identities before university. since there are some Chinese expressions in the transcriptions. 4. original in English) 66 . Since Greena began studying English in middle school. it should be noted that this thesis adopts Silverman’s (2001) transcription system to transcribe interview data.2. hard work and effective methods. But because I love English very much. The transcription conventions are presented in Appendix VIII (See Appendix VIII).2 Learners’ English Learning Identities before University Greena and Pang learned English for six years before they entered the university. In order to indicate my emphasis. The bold expressions would be quoted in my interpretations. she was very interested in English.1 Greena: A Successful Examination Taker and an Excellent English Learner Greena saw herself as a successful English learner in high school. This section will look at how Greena and Pang saw themselves as English language learners in high school. Before the findings are presented. 4. In addition to Silverman’s (2001) conventions. In high school she felt that her interest in English could positively impact her English learning. (Interview on March 18. Greena also believed that her success in English exams was resulted from her interest in English. … sometimes I’ll be sleep. This idea is showed in the following excerpt: Excerpt 1: Greena: … I think my interest in English helped me a lot. I bolded some words and phrases in interview excerpts and diary entries which I deemed able to indicate the points I intended to make. 2010. so if I sleep in that class I’ll review it in time after class.presented. I used brackets “[ ]” after the Chinese expressions to indicate English translation. especially in the sense of taking English exams. 2010. … they ((her classmates)) just ah just did examinations papers but I don’t do it. she thought she was a successful English examination taker. She also showed how this interest positively impacted her English learning by using the conjunctions “because” and “so” which indicate that “review[ing] … in time” was the result of her love for English. she could do “a good job in examination”. She expressed this as follows: Excerpt 2: Greena: … usually I really did a good job in examination. Greena could always get high marks in English examinations. Greena used the adverb “really” to emphasize she was good at exams. even though she had to spare some time on other subjects for good marks in the College Entrance Examination. (Interview on March 18. Greena’s self-perception is reflected by her reply in an interview as follows: Excerpt 3: Researcher: How do you think of your English proficiency in your high school? 67 . original in English) In this excerpt. Greena used “very much” to show the great extent of her interest in English. therefore. By studying with methods she deemed to be very efficient: listening to English songs. so she thought she was a successful exam taker. Greena considered herself as a hardworking English learner in her high school study. She spent much time on English. I … listen to some English songs…But I think it’s kind improve my English too. Greena followed this notion and thought she was an excellent English learner. With hard work. “excellent in learning” just means good at taking exams or always get high marks.In this excerpt. In Chinese notion. The use of “usually” shows the high frequency. For Greena. Greena regarded herself as a successful English learner. But Greena commented the English learning in high school as boring and “nothing special” (Interview on March 18. Greena cared her rank in class.2 Pang: A Very Poor English Learner Pang thought his English was poor both in middle school and in high school. She also saw herself as a diligent worker. easy to get high marks in examinations. Greena’s successful English learning experiences in high school might be a reason for her confident personality. Although she thought English learning in high school was boring. She had good friends who could ask for help.2. and she tried to get No. The following excerpt is extracted from an interview to show his identity as a poor English learner. classmates with whom she could discuss questions emerging from studies.] (Interview on Sept. vocabulary and oral English. Excerpt 4: Pang: ……我初中一直以来我的英语就很烂。[… from middle school on. 2010). 2010. original in English) Greena used “excellent” to explicitly show her perception as an excellent English learner. 2010. the high school life was happy. She commented on getting No.1 in English.Greena: Excellent. my English was very poor. and “responsible” teachers. In summary. interested in English. 4. she had a good study experience.1 in English in class as her best experience in English learning in high school (Interview on March 18. (Interview on March 18. original in Chinese) 68 . She was confident in overcoming the weak points in her English learning such as grammar. 2010). 26. The use of conjunction “but” conveys Pang’s disappointment at the ineffectiveness of his English learning. original in Chinese) Pang used the adverb “never” to emphasize that his English was so poor that he failed in all English exams in high school. In high school I worked hard because I had to take the College Entrance Examination. This is expressed in the following excerpt: Excerpt 5: Pang: 我自己英语就很烂，从来没及格。[My English was very poor. He was not interested in English. 2010. the adverb “very” emphasizes the poor proficiency of Pang’s English. Nevertheless. I spent much time on English.] (Interview on May 17. Pang also expressed that he was not interested in English.] Researcher: 你喜欢英语不？[Were you interested in English?] Pang: （ 不 假 思 索 ） 没 有 … … 好 像 也 谈 不 上 喜 欢 。 [((Without any hesitation)) not really.] Researcher：谈不上喜欢？[Not interested?] Pang：嗯。高中时因为要高考，所以拼命学。我在英语这方面花了很多 时间，但是好像成效不大。[No. I had never passed the exams. So Pang labeled himself as a poor English learner. The way he gave a negative reply without any hesitation indicates that he was not interested in English at all. but it seemed ineffective. 69 . … It seems that I was not interested in English. Pang spent much time on English learning. In order to have a high mark in the College Entrance examination. his study was ineffective. However.In this excerpt. Poor learning outcomes made Pang see himself as a poor English learner. Pang saw himself as a hard worker: he spent much time on English learning. my English has improved a bit.] 70 . Therefore. Pang’s experience in the last semester in high school increased his confidence in his English learning.] (Interview on Sept. Pang’s FL learner identity negatively impacted his English practice.. The deskmate always gave him guidance in English study. did you have more confidence? Did you change how to see yourself?] Pang: 有，就好像高考前就一直没及格过，就希望高考能突破一个及 格…… [Yes. original in Chinese) This excerpt indicates why Pang did not actively participate in his English class was because he thought his English was rather poor. This poor English learner identity led to his inactiveness in English classes. I hoped I could break through the record in the Exam . This experience is described as follows: Excerpt 7: Pang: ……她（同桌）基本上在班上都是第一第二的……她经常也教一 下我。后来我的英语就慢慢有点提高。[She ((his deskmate)) was one of the top students in my class .. I was always inactive in class. Excerpt 6: Pang: 我英语就比较差，课堂上从来就没怎么表现。[My English was poor. With the improvement. 2010. However. I never passed any English exam before the College Entrance Examination..] Researcher: 很好，英语提高了，你的自信会不会慢慢就来了？给自己的 定位就变了？[Good. 26.Accordingly.. Pang expressed this point in an interview. so Pang made slow progress in English. she always gave me guidance in English learning. Pang had a deskmate whose English was commented by Pang as very good. In the last semester. Pang constructed an identity of a hard-working but poor FL learner with little interest in English. the themes claimed by Gao. cultural belongings. external images and inner pursuits” (p. Also. personalities. Besides. self-perception of talents and competencies. Li & Li’s (2002) claim and other scholars’ works to put forward 71 . impacted by the learning community and impact learners’ language learning.3 Learners’ Identity Continuity and English Learning Mutually Impacting Each Other at University Identity continuity can be considered as clinging to the former identities or remaining the same perceptions of oneself. The improvement affected Pang’s self identity and enhanced his confidence. before entering the university Pang thought he was a very poor English learner because he failed to pass English examinations in high school. values and beliefs. 26.115). Pang was not interested in English learning. As specific forms of identity. But he saw himself as a hard worker in English learning. you felt=] Pang: = 有点自信。[= a little confidence. 2010. career directions. Gao. learners’ identities impact their language learning. Li & Li (2002) are involved in learners’ language learning. original in Chinese) Pang attributed his progress in English to the guidance of his deskmate. As discussed in the theoretical framework of this study. I based on Gao. when learners socially participate in language learning in a certain learning community. learners’ identities are impacted by the learning community and reconstructed in the process of language learning. so he hoped for a breakthrough in the College Entrance Examination. In conclusion. Accordingly.Researcher：但是那个时候你英语有所提高，你觉得自己= [But when your English was improved. Li & Li (2002) claim that the question of “who one is” can be rephrased “in a range of specific questions regarding one’s discourse style.] (Interview on Sept. 4. maintaining the same self-perception on aspects mentioned by Gao. Next Pang’s data on the same aspects will be presented. Norton. 2010). 2001. In some degree. This section will present data concerning the learners’ identity continuity. Indicators based on other scholars’ works are culture (Phan. when Greena and Pang studied English in the learning communities in the university.1 Emotional Clinging to the Past and English Learning Being 72 .1. learners’ identity continuity can be captured with the following indicators: 1). They were impacted by Greena’s English learning and they also impacted her English learning. This section will first present Greena’s data on the evidence of the identity continuity.indicators to capture identity continuity. these indicators for identity continuity are subjective.3.1Greena Based on the indicators above. 2008) and social relations (Dolby & Cornbleth. 2). the sense of belonging (Phan. According to Lave and Wenger (1991)’s and Wenger (1998)’s COP. 4. 3). Accordingly. 4. connecting to the past or having tensions with new experiences in the new context/culture. these indicators are reasonable to refer to since they are developed on the basis of existing theories and relevant empirical studies. since the indicators are based on some researchers’ subjective opinions on their own studies. they participated in a social practice where their identities were involved.3. Li & Li (2002). 2008). having a sense of belonging to the former community. the continuity of Greena’s identities can be seen in two ways: emotional clinging to the past and consistent future career expectation. factors that led to identity continuity and the mutual impacts between her identity continuity and English learning. 2000. However. Researcher: You want to go back to your high school? Greena: Last semester. In the first semester Greena even wanted to go back to high school. Excerpt 8: Greena: Last semester. She made this clear in an interview. original in English) In this excerpt. often thought of her friends in high school. and sometimes I even want to go back. sometimes I will recall my high school life. Greena directly said that in the first semester she had the idea of going back to high school. When she met emotional difficulties. emotional clinging to her town fellows (students from the same hometown) and her idea that she wanted to go back to high school. One of the reasons is she found her town fellows in the same university.Constrained That Greena emotionally clung to her past could be seen from her emotional clinging to her high school friends. This emotional clinging lasted till the second semester. In the first semester. Later in the follow-up communication Greena explained the reason: Excerpt 9: Greena: I want to go back because I want to have one more chance to take the 73 . because she thought “they (the high school friends) know me well” (interview on March 18. and emotionally clung to her former friends. Greena sometimes recalled her high school life. 2010. she turned to her former friends instead of the classmates in university. Greena also emotionally clung to her town fellows. That town fellows were important to her indicates she still emotionally clung to the former identity as a person coming from her hometown. but in the second semester she did not have this idea any more. In the first semester Greena wanted to go back to high school. (Interview on June 25. This idea shows she was still emotionally clinging to her past. 2010). Greena: Yes.College Entrance Exam … and on the other hand.] … Researcher: 所 以 不 是 很 喜 欢 学 习 上 的 环 境 [So you didn’t like the environment for study]. 2010. because in Greena’s eyes. 31. Researcher: You want what? Greena: Competitive environment 有竞争力的. 2010. The expression “won’t choose this school anymore” implies Greena’s dissatisfaction with the university. so I wanted to go back. Researcher: Something else? Greena: Er. sometimes I feel. … Greena: … my roommates ((laughing)). the environment was “not good” and the 74 . original in English and Chinese) The use of “feel sad” reveals Greena’s discontent over the university as a learning community. and I think I won't choose this school anymore. Greena’s dissatisfaction was explicitly demonstrated in the following excerpt: Excerpt 10: Greena: … but the environment is just like ((pause)) not good enough. original in English) This excerpt shows that Greena emotionally clung to her past because she felt lonely and did not want to be a member of this university. (Follow-up communication on Oct. … Greena: 学习氛 围不是很浓 [The learning atmosphere was not strong]. I felt lonely at the first semester. (Interview on March 18. I feel sad because I want a competent environment. They just 给我的感觉就是((停顿)) 不是很认真 [gave me the feeling ((pause)) that they were not very serious toward study. This is sharply different from her imagined learning community: “competitive environment”.academic atmosphere was “not strong”. Another factor causing Greena’s emotional clinging is her perception of the big gap between her actual and imagined learning communities. Actually. Greena’s emotional clinging to the former communities may be caused by her emotional need and her attachment to the culture of the former communities. The previous paragraphs show that Greena emotionally clung to her past. As a new member of the university. Greena was always studying hard. 1999). all along the year. as she described in the excerpt. Otherwise. original in Chinese) Greena desired for a learning community with strong academic atmosphere where every member takes academic study seriously. The big gap disappointed her so much that she wanted to go back to high school. so she needed a learning community in which members were diligent so that she 75 . I feel like a different type from them all. In the following interview. Excerpt 11: Greena: 希望一个有学术性的环境，与学习有关的活动多一些，学习氛 围浓一些……我希望我周围的人都是爱学习的人，不然的话， 好像就感觉只有我一个人在学习就是另类的样子。[I hope for an academic environment full of study-related activities and strong academic atmosphere… I wish to have fellow students taking study seriously. Greena commented her learning communities (her dorm. Greena still maintained the culture of the former community which contributed to her emotional clinging to the former communities. Greena described her imagined community. 2011. her class and the university) as weak in academic atmosphere and learning spirit. she experienced two “small cultures” (Holliday. When Greena transferred from her high school to the university.] (Follow-up interview on April 19. and as I just said. Greena wanted to go back to high school. And I think in this university many students will be interested in ((pause)) I mean many students all work hard. original in Chinese) to express her great disappointment. In Greena’s opinion.would not feel she was marginalized. However. Greena’s imagined learning community was strongly academic and encouraging. she hoped that everyone in the learning communities was interested in English and attempted to use English in daily communication. you can have a better result of learning. Greena described her imagined English learning community: there were English native speaking teachers who created chances for students to speak English. The foreigners can give us the chance to talk. 2011. Before I came here. Consequently. I thought in Guangdong there are many foreigners here. In this environment. The following excerpt shows what Greena imagined as a good context for her English learning. original in English. good oral English demands daily practice. there were many hard-working students who stimulated her to study. If you can speak with the native people. In brief. Her imagination took its shape before she entered the university. (Follow-up interview on April 19. Greena used “就是觉得学校不大像一个学校的样子 [the university is not like a university]” (Follow-up interview on April 19. therefore. Besides. Excerpt 12: Greena: Learning English needs an environment. native English speakers were necessary for a good environment for English learning. with many foreigners I can use all of this to study… I think the hard-working students can 激励我吧 [stimulate me]. 2011. 76 . one Chinese expression used) In this excerpt. There is a discrepancy between Greena’s imagined learning community and her actual learning communities. Greena desired for a learning community with strong academic atmosphere but the actual learning communities appeared to be weak in learning atmosphere. Consequently, Greena felt marginalized and lonely, and thus had little sense of belonging to the new learning communities. She emotionally clung to her old friends and wanted to go back to high school. Greena’s bad emotion negatively affected her study and distracted her from carrying out her study plan. This negative impact was revealed in an interview where Greena talked about why she made progress in English learning in the second semester. Excerpt 13: Greena: Er, during the second semester, I’m much better than the first semester in emotion. So = Researcher: =That means you succeeded in controlling your emotion? Greena: 就是说，第二学期更适应 [I say, I am more adapted in the second semester.] … Greena: 对 [Yes]. I can make a plan, the practical plan. I can finish. … Researcher: That means you make a plan for English, and you can follow it well. Greena: Yeah. But the first semester= Researcher: =You could not. Greena: Yeah. (Interview on September 25, 2010, original in English and Chinese) Greena talked about her emotion control in the second semester. Being more adapted to the new learning communities changed her emotion to the better. The better emotion facilitated her effective carrying out of English study plans. Greena 77 also pointed out that in the first semester she failed to follow her English study plan. This excerpt indicates that Greena’s low emotion in the first semester negatively impacted her English learning. The data above show that Greena’s identity continuity could be caused by her emotional need, her attachment to culture of former communities and her self conception of the gap between her actual and imagined communities. She felt she still attached to her former communities. Greena’s emotional clinging to her past played a negative impact on her English learning. 4.3.1.2 Consistent Passion for English and Consistent Future Career Expectation Since Greena entered the university, her interest in English never changed. In this study, Greena mentioned her love for English for four times, both in interviews and in diaries. The following excerpt is taken from an interview held at the beginning of the second semester, immediately after Greena finished the first semester in university. Excerpt 14: Researcher: … after you experienced a whole semester, at the end of it, was there any change? Did you still like university life as much as before? Or your English class as much as before? Greena: Er, nothing changed, because I love English all the time ((pause)) no matter how the 外部环境 [external environment]. Yeah, I will love it all the time. (Interview in the pilot, March, 18, 2010, original in English, one Chinese expression used) Greena expressed her strong love for English by the use of the conjunction “no matter” and the adverbial “all the time”. At the same time, her love for English was revealed in her diaries. The following is one example. Diary Entry 1: 78 … I think the sound of English is elegant, so I love listening to English songs as well. It is really a wonderful thing, I just feel comfortable and relaxed and lost myself in the music…My attitude to English, … I love it, so I am eager to learn it well, not just for the marks and graduation. I mean, I’ll keep the enthusiasm all the time no matter how difficult it will be. I won’t give it up, and contrary to that, I’ll take it as my career. (Diary on March 20, 2010, original in English) Greena used present tense throughout the above text, which reflects her high affinity with truth (Fairclough, 2003). In the excerpt, Greena also used positive adjectives like “elegant”, “wonderful”, “comfortable” and “relaxed” to portray how interesting English was to her. The expression “lost myself” could vividly describe how Greena enjoyed English. She used the conjunction “no matter” to show passion and determination to learn English well. Greena loved English so much that she determined to study it well and treat it as her career. Greena’s passion for English lasted the whole year. By the end of the first year, Greena still expressed her consistently strong love for English, as follows: Excerpt 15: Greena: ... But for me, still like English, I don’t regard it as a tool. … For me English is my friend ((laughing)). (Interview on Sept. 25, 2010, original in English) Greena’s constant passion for English led to her dream of future career: at least having a career related to English. Her most ideal job is teaching Chinese as a foreign language to foreigners. She set this career direction throughout her first university year. Greena supposed that with a good command of English she could use English as a tool for her future teaching. Greena loved English very much but she chose a Chinese major instead of the 79 In the second semester she kept considering her future career. 2010). but not necessarily teaching English. such as ancient Chinese poetry. I would have chosen English as my major. She loved English so much that she wanted more chances of using English. Greena expressed her desire to create more opportunities to expose herself to English in her future career. Greena had the initial thinking that she would like to be an English teacher or a Chinese teacher teaching Chinese as a second/foreign language to foreigners. she had not changed her future career orientation. because I think I will have chances to contact foreigners if my degree is high enough. But I want to learn both Chinese and English. I’m afraid I used a wrong expression at that time (referring to the first interview on March 18. she kept considering her career orientation and it became more carefully considered. say. I hope English can be a tool for my future career. ending up with teaching Chinese students English. But in her opinion. In the first semester. She explained her reason in the following text: Excerpt 16: Greena: 如果只是学英语，就是选英语专业，那么将来出来是教英语， 教中国学生英语，是想学好汉语和英语两者，这样以后如果学 历够的话，我可以接触外国人。我现在想想看，是我当初表达 错了，我是想说，以后希望自己可以以英语为工具，但不一定 是教英语，也可以是用英语教别的东西，例如我说的，我也喜 欢汉语古诗之类的 [If I had only wanted to learn English. What I wanted to say is. 2011. The following excerpt is taken 80 . choosing English major could go the other way. As a matter of fact. When the second semester was finished. she determined to have English as her lifelong career. those things I like. I can use English to teach other things.English major. original in Chinese) In this excerpt. Since Greena chose her major.] (Follow-up internet communication on April 11. I just liked it. I can teach foreigner our Chinese. Excerpt 17: … Greena: . If I.] (Interview on Sept 25.] Researcher: 就没有想过它以后会让我做什么？[You didn’t think what job English would bring you with?] … Greena: 我考虑过要 [I did consider that] Researcher: Yeah. 没有现在这么强烈，现在就已经决定了。[It was not as determinate as now. to be a career in my future. In the first interview you told me that you liked to have a job related to English. Greena: But. Greena experienced a mental process from contemplating to deciding to have English as her lifelong career. in the first semester. without other thinking. it’s OK. I would decide that in the future I choose English as my career. And I said I want.. If it’s related to English. teach Chinese English. … Greena: So ((pause)) I repeat the same thing that I’m so interested in English. 2010. I will never. During. and when the second semester was over. I want English to be part of my life. Greena’s constant interest in English led to her consistent career 81 . no matter teach Chinese English or teach foreigners Chinese. 2010.from the interview on Sept 25. Now I’ve already made such a decision.单纯喜欢它。[I just liked it. Greena decided to have English as her lifelong career. never give it up. In the first semester. … Greena: Yeah. er. Greena was considering to have a job related to English. after she finished her second semester.. not ((pause)) 不一定要英语教师 [not necessarily English teacher]. English. 没有 “if” [no “if”] ((laughing)). original in English and Chinese) This excerpt reveals that in the first university year. to gain the ability. 2010). “ 资格” 怎么说？[how to express “qualification”]？ Ability and ((pause)) Researcher: … Greena: Teach the foreigner.expectation. I must have very high level. her social identity as a member of a poor family prevented her from going for further study (Diary on April 12. 2011). With more consideration of her future career. Greena: ((Laughing)) yeah. In Greena’s consideration process she came to know that to be a Chinese teacher teaching foreigners demands qualification and she thought a postgraduate degree could help gain qualification. she thought an undergraduate degree was eligible for her future career. And. for another. Excerpt 18: … Researcher: Good. degree. she only planned to finish the undergraduate study. ((pause)). So Greena changed her mind to pursue a postgraduate degree. Greena’s career expectation affected her study plan and drove her to decide to pursue the postgraduate study. The following excerpt shows Greena aimed to have a higher degree in order to have the qualification to teach foreigners. and I will try my best to get a high. I said I want to be an English teacher. Greena felt her determination for getting a job related to English as her lifelong career was strengthened. 就是要有很高的水平才能去教外国人 [To teach foreigners. For one reason.] (Interview on June 27. and. Greena pointed out that she used a wrong expression for her future career expectation before 82 . And your goal is? Greena: My future. a higher 那个学位 [degree]. At the time when she entered the university. and ((pause)). 2010. Researcher: ((Laughing)) Degree. original in English and Chinese) (Note: In the follow-up communication (on April 11. Greena’s identity continuity impacted her study. you will get 就是 那个证书 [that certificate]. Greena’s consistent career expectation impacted her study plan. In the first university year. Greena made clear that to get a higher degree (a postgraduate degree) was what she would aim for. Also her consistent future career orientation led to her more investments in English learning.and she corrected “an English teacher” to be “a Chinese teacher teaching foreigners”. and hard work for the two exams. Greena: Yeah. In another word. then next term I can pay much attention on other things. her constant love for English resulted in her unchanged future career direction. This realization changed Greena’s original plan from completing a bachelor degree to a postgraduate degree. Originally Greena’s social identity as from a poor family made her give up the plan to pursue the postgraduate study. I want to have one. The phrase “try my best” indicates that Greena worked hard for a higher degree. Researcher: Certificate. However. including the great importance attached to CET4 and CET 6. … Greena: Yes. the 六 级 83 [CET6] . with more information about her future career. I think if I pass this exam in my Grade One. including English learning. This continuity of identity caused a new decision to have postgraduate study. Greena talked about her attitude to CETs in an interview as follows. Excerpt 19: Greena: When you pass this exam ((she referred to CET4)).) In this excerpt. That a learner’s identity and one’s English learning can mutually impact each other can be captured from data presented in previous paragraphs in this section. Greena realized a postgraduate degree and the high level were vital qualifications for a qualified Chinese teacher teaching foreigners. (Interview on June 27. Researcher: …When you are studying English. In a word. The success in passing the two exams could equip her with certificates which Greena deemed as essential means for her future career. CETs or BEC. Greena said: Excerpt 20: Greena: If I don’t learn it well and choose it as my career. Trying to overcome difficulties to work hard at English was the impact of Greena’s consistent future career orientation on English learning. Apart from highly valuing tests. to realize my goal. After her first summer holiday at university. but the things are prepared for my goal. two necessary exams we must pass. In Greena’s opinion. original in English and Chinese) Greena used an adjective “necessary” and the modal verb “must” to show the high necessity of passing CETs. one Chinese expression used) 84 . She made this explicit by saying “prepare for my goal” and “to realize my goal”. I think it’s 浪费时 间 [a waste of time]. Additionally. I mean.((laughing)). working hard for CETs and postgraduate study was necessary to become a Chinese teacher in the end. in order to have qualification to work as a Chinese teacher teaching foreigners. you just think of CETs? Greena: No. 2010. 2010. (Interview on September 25. er. just for exams? Greena: All of these things are not my goal. such as CETs. even in the summer holiday. original in English. … Researcher: … what are you working for? I mean. for your final exams. Greena also took actions to work hard at English. I must pass these things. This is. Greena’s determination to have English as her lifelong career gave her a sense of duty to learn English well. Greena attached importance to CETs. but not because she wanted to be a teacher related to English that she loved English (Interview in the pilot. This constant passion for English contributed to her consistent future career direction. The modal verb “must” is used in the diary entry to show the high necessity. The identity continuity in career expectation not only drove Greena to aim higher in study and make more investments in English learning. (Diary on Sept.Then in her diary written after her summer holiday. 85 . and the emotional clinging to the former communities negatively impacted her English learning. In previous paragraphs in this section. But I must be excellent in English so that I’m more attractive when I compete with others in the future. 18. she expressed the same idea. Greena experienced identity continuity in career expectation because of her unchanged passion for English. as I have decided my career. 2010). She ever emphasized it was because she loved English that she wanted to be a teacher related to English. anything that has relation with English is OK. it’s all OK. Greena’s identity continuity and the impacts between the continuity and her English learning have been studied. 2010. Greena’s career direction in turn positively impacted her English learning.25. The two excerpts above indicate Greena’s future career expectation impacted her English study. well. Greena emotionally clung to her former communities. or even a translator. Throughout the first year of university study. Teach Chinese English or teach foreigners Chinese. It is showed that in the first semester of her university study. as follows: Diary Entry 2: Now. but also gave Greena a sense of duty to learn English well. March. original in English) The two excerpts above show that Greena considered learning English well as a duty since she had decided to have English in her life. Greena held constant passion for English. 4. Although he got progress by working hard. Pang’s English learning was a factor causing his identity continuity.3. and Pang’s identity continuity impacted his English learning. 86 . At the end of the first semester.3. The use of “was ranked the last” explicitly shows Pang’s poor English. Pang experienced identity continuity in the first year of university study. Pang saw the undesirable result of the final English exam in the first semester as a symbol showing he was a poor English learner. original in Chinese) In this excerpt. 4. The following excerpt is about his poor English in the first semester of university study. I worked hard at it. my English achievement was ranked the last in my class.] (Interview on May 17. But the progress was not enough. 2010. This self-perception began in his middle school and lasted for the whole high school study and the first year of university study.3. which resulted in a bit progress.2 Pang According to the indicators listed at the beginning of Section 4. Quite often Pang emphasized this idea both in the diaries and in interviews. the conjunction “but” indicates that Pang still felt his English was poor. Pang described how his English learning was in the first semester in university. I was not ranked the last.1 Constant Self-perception as a Poor English Learner and More Investments in English Learning All the time Pang thought he was very poor at English and was not interested in English. in terms of foreign language learner identity and future career expectation.2. Excerpt 21: Pang: 当时我高考进来，英语成绩就是我班最差的那个。就后来学期末 那段时间 就比较认真，最后没有最差，有点进步，但是觉得还不 够。[When I was admitted to this university. . The following is a diary excerpt. Pang used “not only… the other is poor as well” to express that his English was rather poor in many aspects. For example. You should work harder?] Pang: 嗯……我基础本来就差。[Yeah … My English foundation is poor. The expression of “I … think” shows Pang was talking about his self perception. He 87 . some words I can write but not speak. Pang still thought his English was poor.. my English is very bad. Diary Entry 3: … the dictation let me know that my level of English listening how bad. When Pang was interviewed at the end of his first summer holiday at university. original in Chinese) This interview shows Pang’s self-perception as a poor English learner. (Diary on April 8. 2010.] …… Researcher: 那你觉得在英语学习这方面下的功夫到家了没？…… [Do you think you’ve made enough effort in English learning? …] Pang: 我觉得还不够。[I don’t think I’ve done enough.In the second semester.. Not only hearing ((he meant “listening”)). Excerpt 22: …… Researcher: 背了单词。背了大概多少了？[How many words have you memorized?] Pang: （ （想））应该有一千吧。[((Thinking)) about one thousand. 2010. the other is poor as well.] Researcher: 你觉得还不够。应该更努力，对吧？[Not enough. In fact. Pang revealed the same perception: a poor English learner. original in English) In this excerpt.] (Interview on Sept 26. I am afraid to speak English. In his opinion. Pang comparatively worked much harder than some other students in his class. his continuous FL learner identity impacted his English learning. from the first semester to the second semester of the first year in university. his diligence was not enough. Pang’s language choice in this study indicates Pang’s poor English learner identity. unsuccessful results of English examinations in high school.pointed out his poor English background by using “English foundation is poor”. Since Pang was not confident in 88 . It seems that as a non-English major student. Pang’s self perception as a poor English learner was also reflected in his use of Chinese as interview language. Actually Pang spent about one third of his total study time in learning English (Follow-up interview on June 18. and his slow progress in university study led to his persistent labeling himself as a poor English learner. Meanwhile. Pang stressed that he had no interest in and no passion for English (Interview on September 25. his poor English background was the reason why he did not think he had made sufficient efforts for English learning. Pang always emphasized that as an English learner. The negative impact of Pang’s self-perception as a poor English learner was reflected by his silence in English class. Apart from positioning himself as a poor English learner. However. Pang explained to me that he was not confident of using English in interviews because his oral English was too poor to be understood. Pang always commented that his effort for English learning was not enough. not diligent enough and not passionate to learn English were Pang’s self-perception for the whole year. It shows that Pang’s English learning in the university influenced how Pang saw himself as an English learner. His poor English background. 2011). In turn. 2010). both negatively and positively. Being a poor language learner. so I made such a claim in this interview conversation. the use of adverb “always” indicates the high frequency of his silence in English class.You appeared quiet in English class. Pang’s poor English learner identity made more positive impacts than negative impacts on his English learning..answering the teacher’s questions correctly. 2010.. Pang explained the reason in the follow-up communication that because he thought he did not know much about English. he kept silent in English class. Because Pang desired to improve his poor English. 27. His self-perception as a poor English learner prevented Pang from acting actively in English class. I asked my English class monitor ((the English subject leader)) 5 Note: I observed Pang’s English class and saw his silence in class. Excerpt 23: Researcher: ……你上英语课好像也挺沉默的，对吧？[.] Researcher: 那你喜不喜欢现在这种英语课堂呢？ [Do you like English class like this?] Pang: 喜欢。[Yes. he was afraid that he would be invited to answer questions if he was too active. original in Chinese) In this conversation. Pang asked the English subject leader for advice to learn English. I have been always quiet in English class ((laughing)). Basically Pang’s FL learner identity drove him to make more investments in English learning. right?] 5 Pang: 嗯。我一直以来上英语课都挺沉默的（笑）。[Yeah. he attended the class seriously and listened to the English teacher carefully (data from the teacher interview on Sept. Comparatively.] (Interview on May 17. Although Pang appeared quiet in his English classes. 89 . 2010). Pang narrated this experience in his diary as follows: Diary Entry 4: Two day ago. … I think the advice is so good that I will do like it.how to learn English. The positive effect also lay in the time investments in his English learning. I hope will improve by this way … even though how poor my English is. In the first semester. 2010. Pang introduced his experience about consulting the English subject leader. original in English) In this excerpt. In other words. I will never give up. when the final English exam was approaching. he spent one hour and a half every day on English. Pang’s continuous thought of himself as a poor English learner did not scare him 90 . Pang worked very hard. Pang’s poor English was a factor that stimulated him to work very hard on it. (Diary on April 22. I didn’t want English to lag me behind in examination. I thought. Pang clearly pointed out that the purpose of consultation was to “improve (English)”. Pang used “never give up” to show his determination. Why were you willing to spend so much time in reviewing English?] Pang: 因为，就想着，我英语是这么多科目中最差的，我就不想让英语 给 拖 后 腿 。 [Because. how much time you spent in reviewing your English?] Pang: 比较多。[I spent quite a lot. Excerpt 24: Researcher: 我想问一下，你花在英语复习上的时间多不多呢？[I want to ask. Pang explained why he worked hard at reviewing English. At last. Before the final exam in the second semester. original in Chinese) In this excerpt. English was my poorest subject. poor English became a motivation for his English learning.] (Interview on September 26.] Researcher: 比较多。那你为什么愿意花这么多的时间复习英语呢？[You did. For Pang. 2010. and motivation in English learning. Pang labelled himself as a poor English learner due to his English background and learning history. although his confidence. Pang’s gradual progress.to give up English learning. On the contrary. did morning reading and exercises. by working hard not only before the final exams but also throughout the whole year. and practiced English listening comprehension. However. Pang was not confident in sitting for the National English Contest in the first semester. which he saw as better than that in the first semester. increased his confidence. he was thinking about entering for it in the next year (data from diary on April 27. interest and motivation in English learning were strengthened to some extent. But after he knew he made progress. Pang made gradual progress in English learning but his self perception as a poor English learner did not change much. In short. Pang’s constant efforts contributed to his gradual progress in English learning. Pang endeavored to catch up. Although his consistent negative FL learner identity prevented him from voluntarily answering the English teacher’s questions in class. Pang’s English result in the second semester was 77 points. Pang felt he had made progress in the first semester because he could pass the English final exam and was not ranked the last in his class. most of time his FL learner identity positively impacted his English learning: his poor English became a factor to push him to invest much time and energy in English learning. tried to have study partners. 2010). For instance. in turn. He consulted other students. throughout the first year in university. 91 . interest. Pang did not change his self perception as a poor English learner. 3.] Researcher: 资本家？你的“资本家”的概念是什么？[A capitalist? What’s your concept of a capitalist?] Pang: 比如自己开公司办厂那些东西，就当一个老板型那种。[Such as setting up my own company and factory.] …… Pang: 之前 我 说过 我 要 改 变 我 家 的 经 济 状 况 ，我就想 当 一个 资本 家 （ （笑） ）。[I said before that I want to improve the financial situation of my family. 17. Pang planned to work in business companies for several years upon his graduation from the university and then begin his own business. Pang’s future career expectation reflects his imagined identity and social status in the future. so I want to change this situation. Excerpt 25: Pang: 就我呢，就想为家里，以后就能改善他们的生活，挣点钱。就是 好像就一直不是很富有，就那种，所以想改变现状。[I want to earn some money to improve their life ((referring to his family)). 2010.2 Consistent Future Career Expectation and Persistent Hard Work at English Pang expected to establish his own business and earn big money in the future because he thought a business life would enable his family and him to live a secured and wealthy life. Pang also explained why he had such a future desire: “to improve their life” and “to improve the financial situation”.] (Interview on May. my family is not rich. being a boss. so I want to be a capitalist ((laughing)). setting up his own business. For a long time.2. Pang’s desire to do business and to upgrade the financial status of his family was 92 . In order to accumulate economic capital. original in Chinese) In this excerpt. The following excerpt demonstrates Pang’s idea on his imagined career and life in the future.4. Pang clearly pointed out that he wanted to be a businessman in the future. I don’t plan to have a career in this field ((referring to English)). Excerpt 27: Researcher: ……最主要的是什么让你努力地学英语呢？[… What made you work so hard to study English?] 93 .influenced by his social identity as a person from a financially average farmer family (data from interview on May. Pang’s idea is showed in the following excerpt. Although there was no straightforward relation between Pang’s English learning and his future. This viewpoint is reflected by the following sentence: Excerpt 26: Pang: 因为我英语差，所以也没打算以后从事这方面的工作。[Owing to my poor English.] (Interview on Sept 26. and graduation from the university was a necessary step toward a successful business career. In other words. Pang’s major is International Economy and Trading. This interview was conducted after the first year of university study and the summer holiday. original in Chinese) In this excerpt. Pang explained the reason why he was not going to take job related to English. in order to pass CET4. Pang hoped to upgrade his social status by investing in his English learning. Pang spent much time in learning English. Pang’s social status and FL learner identity led to his future dream: a business career not related to English. when Pang still held the idea that his future career would not relate to English. Pang deliberately avoided a career related to English because he thought he had a poor command of English. but his future career orientation was not connected to English at all. This social identity became a reason for Pang’s ambition to have a business career and live a good life in the future. English learning was a vital step for his ideal future. This career expectation did not change throughout his first year in university. 2010). Throughout the first year in university. passing CET4 was required for his graduation from the university. In Pang’s opinion. 2010. Accordingly. 17. passing CET4 was required. ((exams)) such as CET4 are those we have to take.] Researcher: 你就是觉得英语重要，可以这样说吗？[Can I say you feel English is important?] Pang: 就是说，在，因为要拿毕业证，就显得它重要（（笑）） 。[I say. Pang deemed that to graduate from the university. you have to learn English.] Pang: 因为大学要毕业，就要考过它嘛。[Passing it is required for our graduation.. original in Chinese) Pang’s sentence of “passing it is required for our graduation” explicitly makes it clear that he worked hard on English mainly for his university diploma. Yeah…] (Interview on September 26. For example. In order to pass it. so he needed to work hard to pass CET4. The expression “have to” reveals the high necessity. but he always thought that his English was poor..] Researcher: 哦，哦。因为你觉得要拿毕业证书，所以一定要过四级，要 过四级，一定要学英语？[You desire to get the diploma. Pang wanted to graduate. I think it’s necessary. it is important because I need the diploma ((laughing)). 2010. Yeah. Right?] Pang: 嗯，嗯。[Yeah. so you need to pass CET4. So we need to] Researcher: 那你为什么觉得四级你们要过？…… [Why do you think you need to pass CET4? . Pang’s awareness of the essential role English plays for access to his imagined future (graduating from the university.] Researcher: 这是最主要的原因让你这么努力地学英语？[Is this the main reason why you work so hard on English?] Pang: 嗯，嗯。…… [Yeah. working in business companies and then setting up his own business) as well as his conception of the big gap between the 94 .Pang: （（思考几秒））就是英语，我觉得它是必备的，就例如四级这些， 是我们必考的。这些，我们也要把它 ((Thinking for several seconds)) English. Pang’s behavior indicates that Pang attached importance to CET4 and worked hard for it. he felt the sense of urgency in the second semester. Pang used “more powerful” and “more motivated” to show that learning with a partner was more encouraging. Pang proactively invited a partner to study together. Pang also expressed his thought that this study mode would have positive effect on his English learning. which drove Pang to make good use of time to study English in the summer holiday. Pang’s future career expectation could stimulate his English learning. during which he finished all the assignments given by his English teacher. a classmate and I made an appointment that we read English every morning… so I will be more powerful to read English every morning and more motivated to learn English…In addition. He only took English books back home in the holiday. we will study hard and our learning will be improved. Owing to Pang’s importance attached to CET4. we also made an appointment that we should go to classroom or library to study when we have time. 2010.level of English required to access his imagined future and his actual English level positively impacted Pang’s English learning. he memorized around one thousand English words for CET4. In the later internet communication. In a word. Pang explained that it was for efficient study to pass CET4 that he invited his classmate to study together. Moreover. 95 . this excerpt reflects the positive impact of Pang’s consistent future career expectation on his English learning. original in English) In this excerpt Pang described what he believed on building a partnership to study English. In a word. He wrote this in his diary as follows: Diary Entry 5: This evening. In this way. (Diary on May 23. In order to efficiently pass CET4. 4 Conclusion According to the indicators presented at the beginning of the third section of this chapter. The emotional clinging to the past distracted Greena from carrying out study plan intently. 96 . and developed her study plan. her attachment to culture of former communities as well as her conception of the gap between her imagined and actual learning communities. Pang kept the same future career expectation of doing business. In short. This was impacted by his social identity as a person from a not wealthy farmer family. and his FL learner identity and future career expectation impacted his English learning. Due to her consistent career pursuit. Greena persisted in investing her time and energy in English learning. 4. Greena held on to her former identities. Pang’s imagined identity in the future career and future social status acted as a primary impetus for English learning in university. the two student participants’ identity continuity in the first year of university study can be captured. In the first semester in university she had a strong emotional clinging to her former communities. He invested more time and energy in English learning and built beneficial social relationship in the learning communities. This was the result of Greena’s emotional need. Setting up his own business and improving his family’s financial situation was his imagined future life. Greena’s unchanged love for English led to her consistent future career pursuit: having a career related to English. Pang’s English learning outcomes and learning history impacted his FL learner identity. including the plan for English learning. Pang’s consistent future career expectation.Throughout the first year in university. Besides. But the participants’ identity continuity was revealed in different ways. imagined future life and consistent poor English learner identity drove him to work hard in English learning. Based on Greena’s and Pang’s data. Whether participants chose a future career connected with English or not. affected whether they would involve English in their future careers. Although this perception made him silent in English class. whereas Pang was not interested in English and not good at English. and this future career expectation did not change throughout the first year of his university study. His continuous social identity as a son of a not wealthy farmer family was a strong factor that motivated him to desire a business future career. including his English learner identity and future career expectation. he never considered pursuing a career related to English. His consistent future career expectation and imagined future life stimulated him to study English hard. so he would likely avoid a future career connected with English. Pang thought his English was very poor and he was not hard-working enough. so she would likely choose a future career connected with English. It seems that how the participants were related to English. This is because. His self perception as a poor English learner was caused by his unsuccessful English learning history since the middle school. it did not act as an obstruction to his English learning. Greena loved English. Whether choose a career connected with English or not does not always relate to the participants’ majors. 97 . to a great degree. his FL learner identity promoted him to work hard in English learning. the participants’ identity continuity in this study was presented as holding on to the same career pursuit. emotional clinging to the past and holding on to the same perception as an English learner. Accordingly. English was important for them to get access to their imagined future. Throughout the first year in university. the imagined social identities in the future seem to be stimulus for the participants’ English learning.Similar to Greena. On the contrary. in their opinion. they both worked hard at English for their imagined identities in future careers and future social status. Pang also held on to some former identities. Due to Pang’s unsatisfactory English background. Greena’s need for identification caused emotional clinging to the past. Influenced by his unsuccessful learning history. When she could not identify with the new communities which she considered to be insufficiently rigorous academically. On the other hand.Also based on the data. the learning communities played an important role on participants’ identity construction. This need would likely appear when she felt unsatisfied with the new learning communities. Greena’s perception of the gap between her imagined and actual learning communities contributed to her emotional clinging to her former communities. the new communities did not seem to have the kind of impact on him as on Greena. for Pang. Pang displayed the same poor English learner identity by his own practice such as being silent in English classes. Pang did not appeal to his former communities for identification. she appealed to her former communities for identification. 98 . It seems that Pang’s poor English learner identity was influenced relatively more by his unsuccessful learning history than by the learning communities in the university. Greena seemed to be more subject to the influence of people around her. In a word. This chapter will present the evidence of learners’ identity change. FACTORS. This chapter focuses on learners’ identity change. Identity change can be understood as actively accepting/forming new identities or changing the perceptions of oneself. I put forward the following indicators to capture learners’ identity change: 1). Drawing on Gao. Greena’s and Pang’s identity change can be captured. having a sense of belonging to the new community. Li & Li (2002). AND MUTUAL IMPACTS BETWEEN IDENTITY CHANGE AND ENGLISH LEARNING 5. 5. Li & Li’s (2002) claim and other researchers’ works on culture.2 Greena Greena’s identity change was reflected in her changed self-perception as an English learner. factors that caused identity change.CHAPTER 5 LEARNERS’ IDENTITY CHANGE: EVIDENCE.3).1 Introduction Chapter 4 focuses on how and why English learners’ identities continued in the first year of university study. having positive emotions towards new experiences in the new context/culture. 2). 3). Based on the indicators above. changing the self-perception or other aspects mentioned by Gao. growing sense of belonging to the learning communities in the 99 . the sense of belonging and social relations (refer to the beginning of Section 4. and the mutual impacts between learners’ identity change and their English learning in the first year. In other words. original in Chinese) In this excerpt. but now I do it actively. the change of Greena’s perception of being a student contributed to her active English learning. 2010. she changed her concept of being a student. she changed her FL learner identity from an excellent English learner to a learner having a lot to learn in the first semester in the university. 2010). 100 . In high school. The learning out of my interest will help me learn English better. When Greena was asked about the differences between English learning in high school and that in university. But when she was a university student.2. and further to a common English learner in the second semester. Greena saw herself as a successful English learner. Her comment that learning actively produces a more desirable result demonstrates the impact the change of her perception of being a student made on her English learning. and changed perception of value on ranking in English.] (Interview on March 18.1 Changed Self-perception as an English Language Learner and More Investments in English Learning Before entering the university. such as learning English (data from interview on March 18. 5.university. she expressed her opinion as follows: Excerpt 28: Greena: 以前是被动的，现在是主动的。根据自己的兴趣会学得更好。 [In the past I learned English passively. This change of perception allowed Greena to take more initiative to learn English. she thought she should made good use of her free time to do things she preferred. After Greena entered the university. Greena used antonyms “passively” and “actively” to make a comparison between her English learning in high school and that in university. she thought the only thing a student should do was studying for the College Entrance Examination. But after she entered the university. Greena conveyed this idea in an interview. Yes. I go to the library to study. Greena used “hav[ing] much to know” to explicitly show her perception as an English learner: having a lot to learn.] Researcher: 你学得越多，就知道自己知道的= [The more you learn. I won’t deny myself. Greena changed her perception of being an FL learner. The expression “work[ing] harder” shows the positive impact of Greena’s changed perception on English learning: she made more investments in English learning. But in the first semester 101 . 2010. there is still so much for me to learn”.] Researcher: 所以这种感觉还是积极的一面，不是消极的。那你会不会觉 得自己知道的少，就觉得不行了？[This feeling is positive. I have. the less I find I know. In high school Greena thought her English was excellent. I feel good after I have learned something. Excerpt 29: Greena: 就是学得更多就觉得自己知道得更少。[The more I learn. but meanwhile I would feel “ah. new English courses and new activities in university widened Greena’s horizon and provides more chances to expose herself to English and contact new people. Instead. I would work harder. I still have much to know … 如果有 的时候很想学英语，就会去图书馆学，学了之后又就感觉很 舒服，但是又同时感到“啊，还有那么多不懂。”还想知道更 深的。[Sometimes if I want to learn English. you find what you know=] Greena: =越少[= the less].] (Interview on March 18. original in Chinese) In this excerpt. so I want to know deeper. Do you deny yourself for the reason that you think you know very little?] Greena: 不会不行，只会更去学。[No.Greena’s active English learning. More chances and widened horizon made her feel there was a lot she needed to learn. Researcher: Now you know you are not good enough. but I didn’t lose heart…Maybe I’m an aggressive girl who wants to be excellent in every subject. Greena: Yes. I’m not good enough ((Laughing)). In the text. Diary Entry 6: The result of the English speech competition came out. I was out. Greena described how she thought after the English contest result was announced. In the second semester Greena further changed her FL learner identity. she realized her English was not good enough. I’m not excellent enough. Excerpt 30: Greena: Now yes. 102 . (Diary on May 17. 2010. She perceived herself as “aggressive” (she meant “ambitious) but the result of the English speech contest gave her some clue of the distance between her expectation and her real English level.in university Greena changed her perception and realized there was a lot she needed to learn. That was a pity. But the fact proved that I’m not good enough. There is still large space for me to improve. I’m just a common student like others. I think I should learn from them. original in English) In this excerpt. There are still many students better than me ((laughing)). The following excerpt also shows how Greena self-reflected after the English speech contest. the expression “a pity” indicates Greena’s dissatisfaction with the contest result. a sort of. As a result. she saw herself as a “common” English leaner in the university. the use of “large space” stresses Greena’s perception that her English level was rather common. After she experienced an English speech contest. Researcher: Do you think of some solutions to this? Greena: Maybe I spend less time than the student … I think. “not good enough”. with more chances to expose to English 103 . pay more attention on English. From then on. and this change positively impacted her English learning. original in English) In this excerpt Greena articulated in a straightforward manner how she saw herself as an FL learner: “not excellent enough”. Greena tried to figure out the reasons: spending not enough time on English learning and not paying enough attention to pronunciation and practical competence. After Greena started her study in the university. For example. But actually I stood here [there]. … I took part in the speech competition. The adverb “now” indicates the change. but actually I didn’t. and “many learners [were] better”. Besides. Greena invested more time in English learning. (Interview on May 15. I suddenly find I didn’t have enough competence ((laughing)). Greena actively participated in the English classes taught by a foreign teacher. Greena changed her perception as an FL learner from a “successful learner” to an “average learner”. “not good enough”. I mean I have interest in English. I didn’t spend enough time… And I just practice the exercise in the book but I didn’t care my pronunciation and competence. After Greena experienced this English speech contest. The previous paragraphs show that in the whole year of English learning. and paid more attention to English pronunciation and practical English language competence. I didn’t. 2010). 2010. Greena’s self-perception as a common English learner made her think that enough time investment and enough practice of English language competence were crucial for her to make progress. because she thought that classes given by English native speakers could be better for English language competence training (data from diary on May 10. she changed to see herself as a common English learner.Researcher: In what way? Greena: Er. Greena developed a sense of belonging to her dorm. in order to improve her English practical competence. Greena spent more time on English practice.2. such as the English speech contest. Because I’m not the 广 东 生 . rather than doing written exercises in the textbook. original in English and Chinese) 104 . Greena came to feel her English was not good enough. 5. In this way. she did not have any sense of belonging to these learning communities. her class and the university. 2010. [Because I’m not a student growing up in the Guangdong Province. Besides.] (Interview on March 18.2 A Growing Sense of Belonging and English Learning Being Stimulated From the second semester on. Researcher: 都没有? [None?] Greena: No. But in the first semester. or other associations you joined?] Greena: No. Greena spent more time in learning English and paid more attention to practical language competence. and she was a very common English learner in the university (Diary entry 6 and Excerpt 30).in ways she preferred. the more she felt that she needed to learn more in English study (Excerpt 29). The contest in turn changed her FL learner identity. The more she engaged in her English study. Greena negotiated her identity. Greena’s change of FL learner identity and her English learning mutually impacted each other. Greena experienced tension when her FL identity changed from a successful learner to an average learner. She developed positive adjustments to the tension. she actively took part in English-related activities. Excerpt 31: Researcher: 你觉得学校能给你归属感吗？这班能给你归属感吗？你加入 的协会啊之类的呢？[Did you feel the university could give you the sense of belonging? How about your class. she widened her vision and horizon. After the contest. Accordingly. her class and the university. Researcher: You want to go back to your high school? Greena: Last semester. Greena explicitly pointed out that the fact that she was not a student growing up in Guangdong deprived her of the sense of belonging to the learning communities in the university. because? Greena: Yeah. I will not.In this excerpt. (Interview on June 27. which constrained the growth of the sense of belonging to the new communities. The dissatisfaction aggravated her emotional clinging to her former communities. and sometimes I even wanted to go back. Researcher: Can I say that more and more you have a stronger sense that you are a person here? Greena: ((Inaudible because of the noise outside the room)). Because ((inaudible)). But things changed in the second semester when Greena discovered all girls in her dormitory and most girls in her class concentrated on study. 2010. if give one more chance to take the college entrance exam. Greena gradually got closer to the fellow students and built up the sense of belonging to her dorm. This is one reason why Greena did not have a sense of belonging to the learning communities in the university. Excerpt 32: Greena: Last semester. sometimes I would recall my high school life. With the discovery. original in English) 105 . The following excerpt shows Greena’s growing sense of belonging to the learning communities in the university in the second semester.1). Another reason for Greena’s lack of sense of belonging to the learning communities in the university is her perception of her classmates’ indifferent attitude to study and English learning in the first semester and her dissatisfaction with it (Section 4.3. Researcher: Will not. But now.1. Excerpt 34: Greena: I’m a member of this campus. But in last semester I didn’t think so. So Excerpt 32 and Excerpt 33 reveal Greena’s identity change through the growth of the sense of belonging to the university. Researcher: This means you have a sense of belonging? You feel you belong to this campus? Greena: Yes. original in English) In this dialogue excerpt. 2010.I communicated with Greena on internet to talk about the inaudible places. (Interview on May 18. Researcher: Now you feel you are a member of this campus. Her answer to whether she had a stronger sense of being a member on campus was positive. original in English) In this excerpt. I had a sense of belonging gradually… (Internet communication on Oct. 31. Greena explicitly showed her change: in the first semester she did not have the sense of belonging to the university. Greena not only felt she was a member to the university. 106 . There is another interview excerpt that also reveals Greena’s sense of belonging to the university. Greena explained that the reason why she would not go back to her high school to take the College Entrance exam was she developed a sense of belonging to the university. 2010. Greena: Yes. In the second semester. but in the second semester she felt she was a member of the university campus. Greena’s words in the internet communication are as follows: Excerpt 33: Greena: After staying half of year here. Researcher: 归属感 [the sense of belonging].] (Internet communication on May 9. original in Chinese) Greena not only expressed her sense of belonging to her dormitory. original in English. I have this feeling. Everyone has her own goal. both of them. the class or any other organization at the end of the second semester? = Greena: = Yeah. one Chinese expression used) In the excerpt above. In addition. Greena expressed that she had a sense of belonging to university and to her class. she talked about her dormitory as follows: Excerpt 37: … 107 .but also a member to her class and her dorm. Excerpt 35: Researcher: … Did you feel you belonged to the university. When Greena was interviewed. The following interview excerpt shows her sense of belonging to the university and her class. Not the university? Greena: No. especially I like my dormitory. (Interview on Sept 25. 2010. 2010. yeah. That every roommate was working for her goal contributed to Greena’s sense of the belonging to her dormitory. but indicated the reason: “everyone has her own goal”. Greena: Because Researcher: Your “yes” means belonging to the university or the class? Greena: To the class. Greena felt that she belonged to her dorm. Researcher: To the class. which is showed in the following excerpt: Excerpt 36: Research: 那你现在开始喜欢这个集体了吗？有归属感了吗？ [Do you begin to like your class? Do you have the sense of belonging?] Greena: 嗯 ， 尤 其 是 我 们 宿 舍 。 每 个 人 都 有 自 己 的 目 标 。 [Yeah. 2010). in the second semester Greena’s relationship with roommates and classmates were improved. Moreover. 就是感 觉像家人了。[feeling like a family. 感觉好多了 [the feeling is much better]. followed by the reason why Greena did not have the sense of belonging in the first semester: she thought “they were not hard-working”. But in last semester I thought they were not hard-working. her fellow students’ serious attitude and diligence improved Greena’s relationship with the fellow students.] Researcher: 宿舍? [The dorm?] Greena: Yeah. However. This seems to be a key factor which promoted her sense of belonging to the learning communities in the university. Both Excerpt 36 and Excerpt 37 indicate that after Greena found her fellow roommates and classmates took study and English learning seriously in the second semester. er. How 108 . 2010. The conjunction “but” indicates a turn of perception. Due to her classmates’ indifferent attitude to study. And I think. original in English and Chinese) Greena used “feeling like a family” to express her sense of belonging to the dorm. Greena felt she and her roommates were in different categories in the first semester (data from interview on March 18. One reason is that she found her roommates focused on study. she began to have her sense of belonging to the learning communities in the university. It is likely that roommates’ and classmates’ diligence made Greena feel she was studying in a community somewhat close to her imagined learning community. (Interview on May 18. This suggests that fellow students’ diligence in and serious attitude to study became a factor which contributed to the growth of Greena’s sense of belonging to the learning communities in the university. and I think. That fellow roommates were not hard-working made an obstructive impact on the growth of Greena’s sense of belonging to her dorm. and many girls in her class were working hard.Greena: Yes. We know each other better. we love and help each other… (Diary on April 11. In summary. The improved relationship was also likely to be a factor which contributed to Greena’s growth of sense of belonging. original in English. Greena used two metaphors “family” and “sisters” to symbolize her affection to her dorm and her roommates. Greena’s discovery of her roommate’s serious attitude and hard work shortened the distance between her schoolmates and her and reduced the discrepancy between her imagined 109 . According to the explanation above. This realization likely shortened the distance between the roommates and her. she used “glad” to reveal her positive emotion to her dorm. 2010. the key factor that caused Greena’s sense of belonging to the learning communities in the university was fellow students’ serious attitude to and diligence in study and English learning. one Chinese expression used) In the text above. This discovery made Greena realize she was not the only one interested in English learning. Therefore. Her fellow students’ more serious attitude to and diligence in study in the second semester made Greena feel closer to her schoolmates and the closer relation helped Greena build a sense of belonging to the learning communities in the university. I found they study harder than last semester…We are just like sisters in one family. Greena found that a roommate worked much harder in English learning than she did. Greena’s relationship with fellow students was improved along the first year in university study. my roommates’ attitudes toward study are more serious （认真）. Other expressions like “love” and “help” were used to depict the harmonious relationship.Greena felt after she found her fellow students’ serious attitude is showed in the following diary entry: Diary Entry 7: I’m glad to find that. 班里面的这 个排名 [the rank in your class] Greena: Yes.就是说这种感觉会让我继续努力… [I mean. Also. yeah. and her English learning in turn impacted her sense of belonging. er. I see. That I don’t think that I have. Researcher: Oh. and not wasting time. even harder to maintain this rank. I think that I’m a member of this class. I think so. to some extent. 2010. So I think I have the motivation or some competence to keep this feeling. This kind of feeling encourages and motivates you to study hard. 荒废了学业或干嘛的 [I have not been studying hard]. The closer relationship with schoolmates and the reduced discrepancy between her imagined and actual learning communities helped the growth of the sense of belonging to the current learning communities. original in Chinese and English) In this excerpt. this feeling will drive me to go on working hard…] …… Researcher: ……你的意思是你在班里现在的成绩还是比较靠前= [You mean your English is ranked at the top of your class=] Greena: =Yes. Greena showed that her English outcome affected her sense of belonging in the way that she had a sense of 110 . (Interview on Sept 25. Greena’s sense of belonging to her learning communities in the university made impacts on her English learning. This feeling of course mean to study. The mutual impacts will be showed in the following excerpt. Excerpt 38: Greena: 我说在我们班，我成绩还是挺靠前的 [I mean my English is ranked at the top in my class]. Greena made it clear that she had a sense of belonging to her class. I will not be ignored by others.learning community and the actual learning communities. by saying “I’m a member of this class”. belonging because she felt she was not ignored by other students when her English was ranked at the top. In turn, the sense of belonging impacted her English learning, since Greena saw it as “motivation” which “drive[s]” her “to go on working hard”. The sense of belonging became a driving force for Greena’s English learning. So this excerpt shows the mutual impacts between Greena’s English learning and her sense of belonging to the current learning communities. The English outcome strengthened Greena’s sense of belonging, and the sense of belonging drove Greena to work hard at English learning. Greena’s English learning was urged not only directly by her sense of belonging, but also by the diligence of her classmates. The urge from the fellow classmates happened at the same time when her sense of belonging to the current learning communities was built. Fellow students’ diligence encouraged Greena’s English practice, making her realize she needed to spend more time on English. Among the classmates one roommate who worked hard at English learning made a particularly great impact on her English learning. The following is one excerpt from Greena’s diary: Diary Entry 8: … I suddenly realized that she is right. I love English, but actually I didn’t spend enough time on learning English. … But maybe I can learn from my roommate, I mean, learn English everyday, never give up, no matter how busy I am, I should save at least half a hour on English. (Diary on May 19, 2010, original in English) In this excerpt, Greena pointed out that her roommate made her realize she did not spend enough time on English learning. The use of “’learn[ing] from my roommate” shows that the roommate impacted her by setting a good example. In this case, Greena was stimulated to invest more time in English learning. 111 The impact from this roommate was more than time reallocation. Following this classmates, Greena realized that it is a good way to use computers and internet for English learning (data from interview on May 18, 2010). In summary, Greena’s identity change is evidenced by her growing sense of belonging to the learning communities in the university. Fellow students’ serious attitude to study and English learning was a key factor that led to Greena’s growing sense of belonging to the learning communities in the university. On the one hand, fellow students’ serious attitude to study helped Greena feel she was studying in a learning community which was close to her imagined learning community, and thus her sense of belonging was promoted. On the other hand, fellow students’ serious attitude to and diligence in study contributed to her improved relationship with fellow students, and this improved relationship helped the growth of her sense of belonging. The mutual impacts between Greena’s sense of belonging and English learning were reflected in that on the one hand Greena’s roommates’ hard work in English learning contributed to the growth of Greena’s sense of belonging and Greena’s English learning outcome strengthened her sense of belonging; on the other hand, the sense of belonging functioned as an impetus for Greena’s English learning. It is showed that when Greena learned English in the learning communities in the university, the learning communities played a role on her identity construction and investments in English learning. 5.2.3 Changed Perception of Value on Ranking in English and Enhancement of Practice in English Learning Greena’s identity change can also be captured by the change of her perception of value on ranking in English examinations. She explained this change with a ‘critical’ (in her own words) experience in her English learning. At the end of the second semester, Greena heard that some classmates cheated in examinations of some subjects. Classmates’ cheating behavior greatly frustrated 112 Greena. Greena expressed this in her diary. Diary Entry 9: … they said all of her roommates were cheating in the exam with their mobile phones... Suddenly I was frustrated, thought that no matter how hard I worked, I still can’t compare with them. This is unfair, but what can I do? What I did was all in vain! (Diary on July 11, 2010, original in English) Greena used the word “frustrated” to express her upset feeling. The “unfair” environment of her actual learning communities disappointed her, so she used “no matter how” and “in vain” to express her sense of extreme disappointment. This cheating incident greatly impacted Greena’s original hope to be ranked the first in English in her class. Greena narrated the impact in her diary as follows: Diary Entry 10: Now, I lost my heart... I don’t think about the no.1 again because I can’t make it without a fair environment to compete! (Diary on July 11, 2010, original in English) The cheating incident caused Greena to “[lose] heart”, since Greena saw no hope any more to achieve her ideal English learner identity. She used double negative terms “can’t” and “without” to emphasize that her ideal learner identity of getting No.1 was put into despair. This cheating incident frustrated Greena so much that she regarded it as a critical experience in the sense that this experience changed her opinion on ranking in English examinations. Greena’s change can be seen in the following excerpt: Diary Entry 11: … no longer worry that whether I’m the No.1 or something that aggressive… Get the No1 is 有抱负的 [ambitious], but comparing to others is just a means to know what position I am. It doesn’t mean any thing except this. And marks are so uncertain, so the position is unreal, or it is 113 while foolish thoughts referred to thinking too much of the marks and ranking. This is shown as follows: Diary Entry 12: I should care about important things. original in English. Greena drew a comparison by using “important things” and “foolish thoughts” to convey her thought that it was significant to enhance her English proficiency rather than to care about the marks and position in her class. the use of “worth nothing” more directly shows Greena’s idea that marks and the position in her class have no significance. (Diary on July 25. She used three adjectives “uncertain”. one Chinese expression used) In this excerpt. this worth nothing. The cheating incident caused a change of Greena’s value on personal ranking in the light of English examinations. Moreover. She started to believe that she should care “important things” other than ranking. Formerly she cared a lot about the top ranking in her class (data from follow-up interview on April 19. Therefore. and give up those foolish thoughts. 2011) and considered it as a way to strengthen her sense of belonging to her class (Excerpt 38). Greena explicitly expressed the change by using “no longer”. (Diary on July 25. she stopped attaching the great value to the ranking based on exam results. nor a wise move. After the cheating. positively impacted her learning.temporary. The change of Greena’s perception of ranking. So I shouldn’t care that much. original in English) Greena explained that important things referred to enhancing her English proficiency. Greena used the modal verb “shouldn’t” to express her awareness that caring the ranking of English outcomes in her class was not an obligation. 2010. as a result. 2010. “unreal” and “temporary” to stress her idea that ranking was not significant. 114 . Although CET 4 evaluates examination takers by scores. in her opinion. Greena made up her mind she should not care too much about the ranking in English. 5. Impacted by the change of her sense of ranking. in the first year study in the university. Basically. Greena spent more time in preparing for CET4 and practicing practical English skills. All in all. Pang proactively approached his English teacher to ask for suggestions on how to learn English well. preparing for CET 4 and practicing practical English skills such as English listening and speaking could improve her English proficiency.3.With this mental instruction. Greena’s change of perception of value on ranking in English examinations positively impacted her English learning. she made good use of time to learn English (Diary on July 25. Even though she was busy with her part-time job in the summer holiday. these three aspects of Greena’s identity change were caused by her English learning and the identity change in turn played a positive role on her English learning: urging Greena to work on English learning harder than before.1 Positive Emotion towards the University English Learner Identity and Inspiration for English Learning In the first semester. Pang talked about this experience in an 115 . as well as her perception of value on ranking in English. in perspectives of how to see herself as a foreign language learner. 2010). the sense of belonging to current learning communities. 5.3 Pang Pang’s identity change in the first year university study was reflected in Pang’s positive emotion towards the university English learner identity and the growth of a sense of belonging to the learning communities in the university. Greena experienced identity change. In other words. but she should care about the actual English proficiency. Pang approached the English teacher for suggestions to learn English well. very kind. Yes. I have. how to say.] (Interview on May. I came to her and talked with her.1.] Pang: 有找。[Yes. 116 . She was always encouraging me. 17.] Researcher: 你还主动找老师聊过？那挺不错的。[You have proactively talked to your teacher? That’s great. Because my English was poor.] Researcher: 那聊完 之后， 你有没有 觉得很有 power…? [Did you feel empowered after talking…?] Pang: 有一点点。[Somewhat. I consider Pang experienced identity change.] Researcher: 那有没有让你更喜欢这门课，让你想多放点时间？[Were you more interested in this subject and willing to spend more time on it?] Pang: 嗯，有，有。[Yes. 2010. original in Chinese) Pang explained why he approached the teacher and how his English learning was impacted accordingly. Pang commented on the teacher’s reaction as “always encouraging”. He felt he gained a bit power and interest in English learning. Based on the indicators listed in Section 5. This comment suggests that the English teacher’s encouragement positively impacted Pang’s English learning.interview as follows: Excerpt 39: Pang: …… 这老师呢，怎么说呢，就很祥和的那种。我英语差，我之前 找过她聊过，她一直都鼓励我。[This teacher. That Pang proactively approached the English teacher indicates that he held positive emotion towards English study at university and to the identity as a university English learner. because he thought his English was poor and he felt the need to improve it. 5. shortly after entering this university.2. For Pang. he had a sense of urgency to learn English and made good use of time to prepare for CET4 in the summer holiday (Excerpt 22 in Section 4.] Researcher: 那就是说你在第一个学期就已经觉得班是一个集体了，对吧？ 117 .3. which implies that Pang held positive emotion towards the identity as a university English learner.2). contributed to the great importance Pang attached to CET4. but later everyone addressed me in this way… I gradually got used to it.Pang’s identity change. and on the whole I now act as an elder brother ((laughing)).2 A Sense of Belonging and Extra Efforts for English Learning Pang’s sense of belonging to the learning communities in the university is a second indicator of his identity change. I don’t know why. after Pang entered the university he proactively approached the English teacher. because of Pang’s FL identity as a poor English learner. Excerpt 40: Pang: 从上学期，刚新生的时候，……（（有些同学） ）就说把我叫做“大 佬”。就不知道为什么，后来个个都这样叫……慢慢就习惯 这称呼。现在基本上是充当一个大佬的角色（笑）。[Since last semester. Since Pang held positive attitude to the identity as a university English learner and hoped for graduation from the university but he thought his English was not good. to some extent. … ((some students)) suggested calling me “Big Brother”. In summary. Pang’s active acceptance of the university English learner identity promoted him to attach importance to CET4 and work hard on it.1) (CET4 is taken at the end of the third semester). The following is Pang’s answer when he was asked about his sense of belonging in an interview in the second semester.2.3.3. the only reason to make CET 4 important was that his graduation from the university must rely on passing the test (Excerpt 27 in Section 4. These two factors are not related to English learning. It is likely that Pang’s close relation with fellow students and his sense of duty contributed to the growth of his sense of belonging to his class. This made him feel close to his classmates and gave him a sense of duty to act like a big brother in his class. original in Chinese) According to this excerpt since the beginning of the university life. The identity of being one of the leaders in class made him always consider how to serve his class. original in Chinese) In this excerpt. Another reason for Pang’s sense of belonging was likely to be his leadership in his class. In sum. 17. but Pang’s sense of belonging positively impacted his English learning.] (Interview on May. 2010. 17. Pang answered as follows: Excerpt 41: Pang: 比较少（停顿） ，事情在发展，想着现在就想着班上的事情，就想把班 上的事情搞好，就没有再在想其它更多的。[Not too much ((pause)). Pang’s sense of duty as a leader in class may help the growth of the sense of belonging to his class. Pang was addressed “Big Brother”. attempting to do things well.[According to your words. Pang clearly claimed “attempting to do things well” for his class was what he thought of in the second semester. right?] Pang: 嗯。[Yeah. 118 . Things are developing. 2010. When asked if he always missed his high school schoolmates.] (Interview on May. Pang’s sense of belonging to his class was mainly developed from his good interpersonal relationship with his classmates and his sense of duty for his class. you felt your class was a community as early as in the first semester. and most of time I think of things in my class now. So I don’t think about other things. A week. and watching English movies.Studying in university. 2010. Pang practiced English listening by listening to short English articles and English songs. In order to improve listening. The following excerpt explains the motivation for Pang’s efforts to practice English listening and the ways he did it.] …… Pang: 嗯，下载下来的短文。[The short articles I downloaded. So I thought I needed to practice because I wanted to understand. Pang realized that occasionally his classmates used English in daily communication. In order to understand classmates’ words. How long for each approximately?] Pang: 一个小时。[One hour.] (Interview on September 26.] Researcher: 那听的强度，坚持每天都听吗？多久听一次？[How about the frequency? Could you keep listening every day? How long for each time?] …… Pang: 听上四五次吧，一周，四五次。[Four to five times. original in Chinese) Pang began his English listening practice in order to understand classmates’ 119 .] Researcher: 四五次。一次大概多久呢？[Four to five times. saying a few words in English occasionally. four to five times. he took efforts to practice English listening so that he could understand what others were talking about. Excerpt 42: Pang: 一起在这儿，很多时候同学之间交流了，经常偶尔就冒出几句英 语，有时候觉得要听明白，就努力练一下。[Here students occasionally used English for communication.] …… Researcher: 听什么内容？[What did you listen to?] Pang: 听那些短文。 [Short articles. Pang dreamed of having a learning community in which the learning atmosphere was strong and students learned English collectively. Pang took extra efforts to practice English listening. The excerpt clearly shows that in order not to be marginalized. In other words. 2011). in your opinion. This aligns with Pang’s imagined learning community where simple English would be used in daily communication (data from follow-up communication on June 18. More than using English in daily life. Pang’s sense of belonging to his present learning communities made a positive impact on Pang’s English language learning. In brief. In his actual learning communities. That Pang took efforts to practice English listening was affected by his sense of belonging to his learning communities in the university.English communication. Pang worked hard at English listening. In this sense. It can also be said that Pang’s efforts to practice English listening was affected by the learning communities. In order to sustain the membership of the communities. Pang’s efforts for keeping a sense of belonging to the learning communities in the university drove him to work hard at English learning. English was occasionally used for communication. Pang built up his sense of belonging to the learning communities mainly because of his good relationship with fellow schoolmates and his sense of duty as a student leader in his class. His imagined learning community was described as follows: Excerpt 43: Researcher: ……那其实你理想状态里边，就是你期望的学英语的这个环 境是怎么样的？…… [… In fact. This congruence between his imagined and actual learning communities positively impacted Pang’s English learning and helped maintain his sense of belonging. what is the ideal environment for English learning? …] 120 . As early as in the first semester he felt he belonged to the present communities. In Pang’s opinion. alternatively. 17. original in Chinese) According to this excerpt. He thus gained a little interest in English learning (data from interview on May. In the second semester. In the follow-up communication. In the first semester. original in Chinese) This excerpt also shows Pang’s desire for a community with “strong learning atmosphere”. His preference for a place holding many English learners reveals his collective-oriented learning model. (Interview on June 27. a collective]. all are learning English. study partners would encourage each other and thus make progress together. the verb “requires” means strong atmosphere was necessary for Pang’s imagined learning community.] (Follow-up communication on June 18. 2010. and there is strong learning atmosphere. Pang twice formed a study partnership with his classmates to study English. when he noticed a male classmate was working hard at English study.Pang: 它要一个氛围，就是说要一个集体才行。[It requires a kind of atmosphere. “Collective” indicates Pang’s desire for a collective for English learning. he accepted a female classmate’s invitation to study English together: doing reading in the morning and practicing listening in the evening. 2010). Pang described his imagined learning community for English learning as follows: Excerpt 44: Pang: 就是大家都在学习英语，有一个浓郁的学习气氛，又或者有一个专 门 学 习 英 语 的 地 方 ， 容 纳 很 多 人 去 学 习 英 语 。 [I say. Guided by his preference for collective study. 2011. he proactively invited the classmate to study English together 121 . there is a place particularly for English study which can hold many people who go to learn English. (Diary Entry 5). Pang preferred collective study model, and actually he could have study partners in his actual learning communities. In other words, to some extent, his actual learning communities aligned with his imagined learning community. Therefore, his English learning was positively impacted. However, meanwhile the learning communities also negatively impacted Pang’s English learning, due to the incongruence between his imagined learning community and his actual learning communities. Pang dreamed of a learning community with strong academic atmosphere (Excerpt 43 and Excerpt 44), but in the whole year, Pang commented on the learning communities in the university as “气氛还不够浓厚” [the learning atmosphere was not strong enough] (data from interview on September 26, 2010) and “学习英语方面就，在我们男生这边，就 没几个人很认真” [In English learning, very few boys in my class study English seriously] (data from interview on September 26, 2010). In a word, Pang’s actual learning communities did not comply with his imagined learning communities. This incongruence, to some extent, made the learning communities in the university less conductive to Pang’s English learning, since he said that he lacked a desirable environment which urged him to study English (Follow-up communication on June 18, 2011). I interpret Pang’s comment of lacking an urging environment as the negative impact the learning communities made on his English learning rather than an excuse. The reason is that in line with the previous data, Pang held a positive and active attitude to English learning at university and working hard at it. He did not appear to be lazy and seeking excuses for English study. The congruence and incongruence between Pang’s imagined and actual learning communities made impacts on his English learning, but no obvious evidence in data apparently shows that the incongruence between Pang’s imagined and actual learning communities impacted his sense of belonging. No direct relation between the incongruence of the learning communities and his sense of belonging suggests 122 that Pang regarded English learning as a small part of his university life, not influential enough to affect his sense of belonging to the learning communities. This may be caused by Pang’s future career orientation: a career not related to English. In Pang’s opinion, English was a only means for his graduation, so English learning was a subject to be passed in university, not related to his future career. In sum, Pang had sustained a sense of belonging to the learning communities in the university since the first semester in university. The growth of the sense of belonging was mainly caused by his good relationship with his fellow schoolmates and his sense of duty as a leader for his class. The factors are not related to his English learning, but his sense of belonging positively impacted his English learning in the way that Pang invested extra time to practice English listening. When the actual learning communities aligned with the imagined learning community, Pang’s English learning was promoted. When the actual and imagined learning communities did not aligned with each other, Pang’s English learning was negatively impacted. The congruence between the actual and imagined learning communities helped to maintain Pang’s sense of belonging to the learning communities in the university. But the incongruence between the actual and imagined learning communities did not impact Pang’s sense of belonging. In a word, the learning communities in the university played a role on Pang’s English learning and identity construction. 5.4 Conclusion This chapter has examined the two learners’ identity change and mutual impacts between the identity change and English learning in the first year university study. Data showed that both learners experienced identity change in the first year, and their identity change indicates the impacts of the learning communities on their identity construction and investments in English learning. Impacted by the 123 learning communities in the university, Greena changed her perception of value on ranking in English. Due to the reduced discrepancy between her imagined and actual learning communities and her closer relationship with fellow students, she built up a sense of belonging to the learning communities in the university. Similarly, Pang established his sense of belonging to the learning communities in the university because of his good social relationship in the learning communities. The congruence between Pang’s imagined and actual learning communities helped maintain his sense of belonging. In a word, learners’ identity change was impacted by their learning communities. The learning communities also impacted learners’ investments in their English learning. The impacts of the learning communities on learners’ investments in English learning were showed in the way that the communities that aligned more with learners’ imagined communities may be more conducive to their learning. For Greena, her fellow students’ serious attitude to and hard work in English learning made her feel the actual learning communities aligned with her imagined community. The alignment promoted her sense of belonging to the actual learning communities and thus promoted her investments in English learning. For Pang, English was used in daily communication and his study partnership made his actual and imagined learning communities align with each other, to some extent. This alignment drove Pang to increase his investments in English listening practices. However, the weak atmosphere in the actual learning communities made the distance between their actual and imagined learning communities. This distance made their actual learning communities less conducive to their English learning. In conclusion, it seems that when the learners’ learned English in the learning communities, their actual learning communities and imagined learning communities played important roles on their identity construction and English learning. 124 2006). Greena expected to have a lifelong career related to English. This culture is illustrated by large classes instruction in school. 2002. having study partner) seems to have revealed his cultural perception of effective learning — collectivism. 2006. 125 . Chinese culture of learning is characterized as high on collectivism (Jin & Cortazzi. Different career aspirations contributed to different attitudes to English learning in the communities. Pang’s collective-oriented cultural perception may be influenced by Chinese culture of learning. Kennedy. Greena built her sense of belonging to the learning communities in the second semester. and teachers giving priority to whole-class needs and goals rather than to those of individual learners (Jin & Cortazzi. seeing learners as a group. and their sense both positively impacted their English learning. the factors that caused their sense were different. It seems that Greena related her university life closer with her English learning than Pang did. 1998). This difference may be caused by different future career aspirations. The growth of Greena’s sense of belonging was closely related to English learning and was greatly affected by whether the actual learning communities and the imagined learning community were congruent with each other or not. whereas Pang saw no connection between English and his future career.Pang’s imagined community of English learning (a collective. These factors did not relate to his English learning. Pang built up his sense of belonging to the learning communities early in the first semester. due to the good relationship with fellow students and his sense of duty. Rao. However. That Pang desired for the collective study model may be influenced by the traditional Chinese culture of learning in which Pang grew up and was educated for years. Greena saw English learning as her lifelong interest while Pang saw it as a subject in university study and a compulsory task for his graduation. Both Greena and Pang experienced the growth of the sense of belonging to the learning communities in the university. It seems that Pang’s English learning in the learning communities might be affected by the social culture. Her fellow students’ serious attitude to English learning was a key factor that caused the growth of the sense of belonging. it is suggested that Greena’s FL learner identity and English learning was mutually impacted. they built different relations between English learning and university life.Therefore. The good results in high school made Greena see herself as a successful learner. Therefore. and thus were subject to different impacts from the learning communities. The data showed that the change of her FL learner identity from a successful English learner to a common English learner was caused by outcomes of her English learning. Greena’s FL learner identity changed along the first year when she was engaged in English learning in the university. 126 . while the undesirable result in the English speech contest made her consider herself as a common learner. The common English learner identity inspired Greena’s English learning. Do university students display continuity and/or change of identities in their first year English language learning in university? If any. Norton. 1991. This chapter brings together findings in Chapters 4 and 5 to address the three research questions of this study. Norton.CHAPTER 6 DISCUSSIONS AND IMPLICATIONS 6. imagined communities (Murphey. 2007) and investment (Norton Peirce. COP. social relations. 2001. Pavlenko and Norton. Norton. imagined communities and investment will be adopted in this chapter to interpret findings presented in Chapter 4 and Chapter 5. Learners’ English learning also impacted their identity construction. how do students display continuity and change of identities? 2).1 Introduction Findings in Chapter 4 and Chapter 5 show that owing to learners’ emotional need. 127 . What are the mutual impacts between learners’ identity continuity and change and their English language learning? As mentioned in the conceptual framework. and the identity construction positively and negatively impacted their English learning. 2010. What are the factors causing learners’ identity continuity and change? 3). 1995. social status. Wenger. 2005. the concepts of Communities of Practice (COP) (Lave & Wenger. 2010) are employed as the theoretical basis for this study. learners experienced both identity continuity and identity change in the first year university study. and English learning (including outcomes and attitude to English). Accordingly. congruence and incongruence between actual learning communities and imagined learning communities. 1).. et al. 1998). Accordingly.Section 6. learners’ identity construction in the first year of university study is presented as identity continuity and identity change. Section 6. but this way of discussion tightly responds to the layout of research questions. This way of discussion appears to separate the mutual relationship into two sections.4. while Pang continued his FL learner identity as a poor English learner throughout the first university year. 1998). As reported in Chapter 4 and Chapter 5.2 will address the question of how learners experienced identity continuity and change in their first year university study. From the sociocultural perspective. learners experience a socialization process in language learning communities which provide learners with places to experience identity construction (Wenger.2. the factors include English learning. constructed and reconstructed through English language learning. 6. rather than a linear relationship. Greena changed her FL learner identity from an excellent English learner to a common English learner. But those factors presented a mutual relationship between the factors and the continuity and change of identity.3 will focus on the factors causing identity continuity and change. According to the findings. Greena’s and Pang’s FL learner identity construction in the first year English learning in university is 128 . Section 6. they constructed their identities as foreign language learners.3 will examine the factors causing identity continuity and change. kept future career expectations unchanged and built the sense of belonging to the learning communities in the university. The discussion of one research question is based on the discussion of the previous research question. When the language learners learned English throughout the first year in university. As part of discussion. In this study.2 Learners’ Display of Identity Continuity and Change According to COP. learners’ identities are involved. but identity may keep stable in a certain time period. identity is fluid and changing. How identity continuity and change affected English learning will be discussed in Section 6. 3. Accordingly. one learner displayed change in FL learner identity. As discussed in Section 4. Greena kept expecting a future career related to English. Li & Li. According to findings in Chapter 5. while the other displayed identity continuity. “Being” gives individuals a sense of belonging to a certain community. Learners’ identity continuity was also showed in terms of their consistent future career expectations in the first year English learning in university. The sense of belonging to the former community reflects individuals’ identity continuity.2. They both displayed identity continuity in future career expectations and identity change in building up the sense of belonging to the learning communities in the university. the question of “who one is” can be addressed in a range of specific aspects including one’s career directions (Gao.3. In the first year university study. 2002). As discussed in Section 2.consistent with this sociocultural perspective. Both learners’ future career expectations remained consistent throughout the first year in university. In order to “become” legitimate members of the new community. individuals have to negotiate their identities from time to time. while Pang kept expecting a business career not related to English in his future. learners’ future career expectations are considered as one aspect of identity construction. In constructing the FL learner identity. identity is both “being” and “becoming”. learners displayed foreign language learner identity continuity and change in the first year university study. Learners displayed identity change in the way of building up the sense of belonging to the new learning communities. while Pang had the sense of belonging to the learning communities in the university early in the first semester. while the sense of belonging to the new community reflects identity change. It indicates that the learners might display 129 . In summary. Greena built the sense of belonging to the learning communities in the university in the second semester. attitudes to English and learning communities.2. Pang continuously positioned himself as a poor English learner because he did not see a big change of the relationship between himself and his English learning. their FL learner identities could be constructed in different ways. including English learning outcomes. Following this definition. Greena’s and Pang’s FL learner identity construction depends on how they understand the relationship to their English learning.3 Factors Causing Learners’ Identity Continuity and Change The factors that caused learners’ identity continuity and change are categorized into two groups: one is concerning English learning.1 English Learning Outcomes Causing FL Learner Identity Continuity/Change Learners’ FL learner identity continuity/change was mainly caused by learners’ English learning outcomes. 6. the other group is not concerning English learning. 6. Similarly. One continued the FL learner identity throughout the first year.3. although Pang made minor progress. including social status and social relations. his English results kept being below the average of his class (See 130 .5). Throughout the first year in university. The change of relationship between her and her English learning resulted in the change of her self-perception as an FL learner. It also indicates that although both learners are non-English major students in the same university. how that relationship is constructed across time and space …” (p.continuity in one identity feature while display change in another identity feature. Greena’s perception changed from a good English learner to an average English learner when her English outcomes changed from being ranked at the top of her class in high school to failing to get desirable results in exams and in English activities in university (See Section 5.1). Norton (2000) defines identity as “how a person understands his or her relationship to the world. when compared with other English learners. whereas the other changed the self-perception of being a foreign language learner. 3. the attitudes to English.2.2 Unchanged Attitudes to English Causing Consistent Future Career Expectations Learners’ unchanged attitudes to English contributed to their consistent future career expectations.Section 4. i. Therefore. Pang understood the relationship as a symbol showing he was always poor at English. In brief. Doing business was a means to that end that he deemed workable.2. but was much caused by how the learners related themselves to English. whereas Pang’s stable perception as a poor English learner not interested in English contributed to his consistent expectation of a future career not related to English. the learners’ unchanged attitudes to English show that they considered their relationship with English unchanged throughout the year. It seems that how the learners saw themselves related to English affected their future career expectations. Based on Norton’s (2000) definition of identity.3.1). Greena’s stable perception of herself as an English enthusiast led to her consistent future career expectation for a job related to English.4. 6. Greena loved English all the same and regarded English as her friend (Excerpt 14). Pang was a son from a farmer family which was not wealthy. English was a tool for graduation from university (See Section 4. but that Greena’s 131 . it seems that whether the learners desired careers connected with English was not necessarily subject to what majors the learners studied in at university. As discussed in Section 4.3.3. Throughout the year.3 Social Status Causing Consistent Future Career Expectation The learner’s consistent future career expectation could also be caused by his social status. So throughout the year Pang expected a business career in the future (See Section 4.3. Greena also came from a farmer family which was not wealthy. In contrast. This social status made him feel the urge to upgrade the social status of his family. 6. Pang was not interested in English and thought he was poor at English. For Pang.1).2).e. English learning outcomes can contribute to identity continuity and identity change.2. prevented her from feeling belonging to the actual learning communities in the first semester. they built the sense of belonging to the learning communities in the university. her class and dormitory to be communities with strong learning atmosphere. learners gain the membership of the learning communities (Wenger. Pang and Greena underwent the process from partial participation to full participation. Pang found out some congruence between his imagined and actual learning communities when he saw 132 .1. Learning English in the learning communities in the university. In this process.4 Congruence between Learners’ Imagined and Actual Learning Communities Contributing to the Sense of Belonging The growth of the sense of belonging to the learning communities in the university reflects learners’ identity change. This incongruence.3. The congruence promoted her sense of belonging to the learning communities in the university. her career expectation was mainly affected by her passion for English. but she found a distance between the actual and imagined learning communities (See Section 4. 1991). In the second semester. In this sense. The growth of the sense is the result of learners’ socialization in the learning communities. Greena expected the university. to some extent. Through engagement.1). 6. Learners’ imagined learning communities became a factor that hindered or promoted the growth of their sense of belonging to the learning communities in the university. In contrast. imagination allows learners to transcend engagement to create their desired worlds and place them in the desired worlds. learners build up social relations with other participants and move from partial participation to full participation (Lave & Wenger. 1998). imagination and alignment. According to Wenger (1998). fellow students’ serious attitudes to English learning drew Greena’s actual learning communities closer to her imagined learning community.social status affected her career expectation was not obvious. Learning in the communities. the learner’s social status could be a factor that influenced his career expectation.3. 2). In brief. and the good relations contributed to the growth of a sense of belonging to his class and the university (See Section 5. the factors should be prevented or avoided if the identity construction caused makes negative impacts on English learning. The congruence between learners’ imagined and actual learning communities contributes to the sense of belonging. et al. Otherwise. This congruence helped Pang maintain his sense of belonging to his learning communities in the university. Therefore. 133 .3.5 Social Relations Contributing to the Growth of the Sense of Belonging Learners’ social relations also helped build the sense of belonging to the learning communities.3. (2005) claim that learners’ identities and imagined communities are coconstructed. This finding reflects what Murphey.English was used in community’s daily communication and when he could find study partners. 6. and the improved social relations promoted the growth of the sense of belonging to the learning communities. It is significant to find out the factors that lead to learners’ identity continuity and change in that the factors should be encouraged if the identity construction caused by the factors positively impacts English learning. In the second semester Greena’s discovery of her fellow schoolmates’ serious attitude to and diligence in English learning improved her relations with the fellow schoolmates. this section interprets the factors causing learners’ identity continuity and change in their first year English learning and university study. learners’ good social relations could facilitate to build up their social capital. Shortly after entering the university Pang built good relations with fellow schoolmates. maintenance and strengthening of the sense of belonging to the learning communities in the university. As discussed in the theoretical framework in Section 2.4. In addition to the discussion in Section 6.5.3.1 FL Learner Identity Continuity/Change promoting English Learning Learners’ social positions and social history including academic positions and learning history affected learners’ investments in English learning. In a word.17) leads to social position upgrading or impacts how one sees oneself. the learners’ identity continuity and change were caused by their English learning and factors not related to English learning. Greena’s case shows that the sense of belonging to the learning communities in the university was strengthened after she got a desirable result in English examination (See Section 5.4. Greena’s academic position as a common English learner made her realize the bigger distance between her present English proficiency and her imagined future identity 134 .2).6. the learners’ English learning outcomes.3 that learners’ sense of belonging to the learning communities could be promoted to grow and to be maintained. attitudes to English and the learning communities made impacts on their identity continuity and change.4 Mutual Impacts between Identity Continuity and Change and English Learning 6. the desirable English learning outcome strengthened Greena’s sense that she had a position in the learning communities in the university.2.4.2. learners’ English learning contributed to the growth.2 Identity Continuity and Change Impacting English Learning 6.1 English Learning Impacting Identity Continuity and Change According to Section 6. That learners’ identity continuity and change were caused by learners’ English learning can be understood as learners’ English learning impacting their identity continuity and change. “the good return on investment” (Norton Peirce. In the case of the sense of belonging. 1995. p. According to Section 6.3. 6. Norton.as a Chinese teacher teaching foreigners for which good English would be necessary for communication. In this study.2 Continuous Imagined Identities in the Future Promoting English Learning Learners’ future career expectations are what learners imagined for their future careers. whether the learner changed FL learner identity or continued the same FL learner identity in the first year. Greena felt marginalized before she built a sense of belonging to the learning communities. In this sense. Greena did not stop participating in English learning in her actual learning communities. both learners’ identity construction made positive impacts on English learning. The change of Greena’s FL learner identity from a good FL learner to a common FL learner made her invest more time in English leaning (See Section 5.g. but Greena’s experience was a different story. In short. learners’ imagined communities and imagined identities can be inspiration of learners’ investments in learning.1).2.4. Despite her sense of marginality. 2001). This finding supports the claim that when learners want to become members of a community. 6. they invest energy and time into learning. Pang’s continuous FL learner identity as a poor English learner drove Pang to make more investments in his English learning because his poor FL learner identity made him well aware of the need to shorten the distance between his present English competence and his imagined future social identity as a businessman. The imagined future careers project imagined identities in future careers and future social status. Some researchers find that language learners’ marginality causes non-participation (e. Greena’s constantly invested in English learning due 135 . the learners’ continuous imagined identities and social status in the future promoted investments in English learning.2. Greena’s imagined identity in her future career became a strong inspiration of her constant investments in English learning even when she felt marginalized in the learning communities in the university in the first semester. investing in English language learning. By making great investments in English learning.2). passing all compulsory English examinations in university study was requested for his graduation from university. In other words. English study was a necessary step for his imagined future. Besides. That imagined identity in the future drives a language learner to invest in English learning is also salient in Pang’s case. p. Pang’s social identity as a son from a financially mediocre family made him feel impelled to enhance the economic status of his family by doing business (See Section 4.17). In sum. the learner’s imagined identity in future social status can inspire the learner to work hard at language learning. 1995. Learners’ imagined identities in the future became the strong reason 136 . Grena’s imagined identity in the future made her upgrade her education plan from finishing undergraduate study to finishing postgraduate study (Excerpt 18). Pang expected to improve his social status in the future.to her passion for English and her imagined future. In other words. Regardless of his little interest in English. It is concluded that a learner’s imagined identity in the future career might be a driving force for the learner’s language learning. weak motivation to study English and little confidence in learning English. Pang insisted on working hard at English study throughout the first year in university.3. the learner hopes for “acquir[ing] a wider range of symbolic and material resources” and thus “the value of cultural capital” will be increased (Norton Peirce. Greena’s imagined identity in her future career as a Chinese teacher teaching foreigners drove her to increase time and energy investments in English learning rather than choosing withdrawal after she felt marginalized and realized she was an average English learner in the university. learners’ desires to learn English and commitments in English learning are enormously stimulated by their imagined identities in future careers and future social status.2. his graduation from university was considered by Pang as a prerequisite for the beginning of his business life. As Norton Peirce (1995) argues. Although this future career appeared to be unrelated to English. 2. identity continuity and change positively impacted 137 . Pang endeavored to overcome stumbling caused by his poor English. In conclusion. 1998.3. She participated in more Englishrelated activities (See Section 5.1 and Section 5.1). With the opportunities allowed by legitimacy. learners’ identity continuity and change and their English learning mutually impacted each other. Greena’s sense of belonging to the learning communities in the university promoted her full participation in English learning in the learning communities. and inviting classmates to form study partnership (See Section 5. Pang worked hard at English listening in order to be competent in understanding and participating in the daily communication within the communities he was engaging in. Pang’s sense of belonging stimulated him to work hard so as to maintain the competence and enabled him to gain legitimacy. For instance. 1991.2). 1998).37) and being treated as a legitimate member. With a view to “gaining access to sources for understanding” (Lave & Wenger. In order to maintain the feeling as a member of the learning communities in the university.3 The Sense of Belonging Promoting English Learning The impacts of learners’ sense of belonging to the learning communities are reflected in the way that the sense of belonging facilitated learners’ full participation in English learning in the learning communities. 6. Pang underwent gradually fuller participation. p.2. persisted in practicing English listening. p. “know[ing] how to engage with others” and “understand[ing] why they do what they do” (Wenger.for investments in language learning. Peripherality and legitimacy are necessary for new comers to gain full participation in the communities (Lave & Wenger. Wenger. Learners’ English learning could cause their identity continuity and change.4. Pang proactively approached his English teacher. Similarly. 1991.3. The membership of a community of practice can be understood as an identity as a form of competence.152). Next section will focus on implications based on these findings. Accordingly. The congruence between learners’ actual and imagined learning communities facilitated learners’ sense of belonging and thus promoted full participation in the learning communities and investments in English learning. and the concepts of imagined communities. 6. It is salient that learners’ imagined identities in future careers and future social status made noticeable impacts on English learning.English learning. the findings of this study indicate that learners’ identities are involved and constructed in English language learning. The imagined identities in future careers and future social status could inspire English learning. the previous sections in this chapter interpret findings to address the research questions. influencing investment in English learning. It seems that how language learners are stimulated to invest in their language learning may rely on how they see or imagine themselves in present or future communities. They imagined their learning communities. it is important to understand students’ needs and imagined worlds so as to develop appropriate curricular tailored for students with different language 138 . It is also salient that learners’ imagined learning communities and imagined identities played remarkable roles in English learning.5 Implications First. imagined identities and investment. The findings show that whether the actual communities and identities are congruent with imagined communities and identities impacts learners’ English learning. Drawing on the theory of communities of practice (COP). These findings indicate the close interrelations between learners’ identity construction and English learning. They constructed their identities as FL learners and as students. The sense of belonging to the actual learning communities also promoted learners’ participation in learning. This seems to support Pavlenko and Norton’s (2007) argument that language learners’ memberships in actual communities and imagined communities affect their learning trajectories. it is desirable that teachers should always keep an eye on students’ responses to the English courses and activities. Information from different sources needs to be combined to find out students’ past. Therefore. university management and curriculum design. curriculum designers and policy makers should make students’ voices heard. consider the responses and periodically modify the English courses and activities in order to generate popular and inspiring courses and activities. It is challenging to design English courses and activities which are in line with all students’ expectations. Second. Educators need to commit to building strong academic environments on campus.493). Ways of communication need to be explored to ensure that students’ voices can be heard. present ideas and imagined worlds and to be taken into consideration when English courses and activities are designed. This is especially understandable in an EFL context. An academic environment for English learning can be achieved by 139 . in class and after class. It is desirable to periodically conduct surveys to understand what students think.foundations and expectations. teachers need to create more chances to communicate with students. It is recommended that educators including teachers. the finding that learners were discouraged by the weak academic atmosphere in the learning communities in the university implies that an environment with strong academic atmosphere is critical for language learners. Student buddies can also be arranged to understand first-year students’ opinions (the buddy scheme will be elaborated in the fourth point of implications). administrators. The importance of an academic context is echoed by Krause & Coates’s (2008) claim that “learning also depends on institutions and staff generating conditions that stimulate and encourage student involvement” (p. since students imagined communities and identities are diversified and changing. For example. Identity is historically and socially formed. so educators should take students’ diverse backgrounds and multiple identities into consideration when choosing English pedagogy and curriculum development. especially creating contexts for English practices. This practice requires supportive educational policy. It is likely that career counselling in university may ignite students’ imagined identities in future careers and help students plan future careers. the findings also show that learners’ imagined identities in future careers and future social status became key impetus to study English. It is suggested that different departments periodically hold lectures about career prospect and career planning of those majors offered in their own departments. In a word. the learners’ imagined identities in future careers inspired their English learning. Third. it is desirable to offer career counselling to students including those in early stage such as in the first year of university study. In other words. Setting up “English corners” 6 may be helpful to encourage students to talk in English. such as English speech contest. According to the findings of this study. career counselling may facilitate students’ future career planning early and 6 English corner is an occasion which English enthusiasts organize spontaneously to express themselves freely in English (Yong & Campbell. students may have clearer visions which give students stronger motivation to graduate from the university and develop future. The purpose of career counselling is to provide guidance to help students choose and plan future careers. Part of university students fail to have clear visions of future careers. so students may be promoted to increase investments in English learning. It is desirable to encourage students to communicate in English in daily life. so they need guidance to choose future careers. Apart from directly facilitating students’ English learning. Departments are also suggested to establish career counselling sections which serve students who seek advice for future careers. the setting up of a strong academic environment possibly allow English learners to find access to their imagined communities. English is necessary for students’ graduation. 1995) 140 .setting up various English associations to produce a large number of Englishrelated activities including competitions. Accordingly. With the guidance of career counselling. English writing contest. educators ought to create as many opportunities as possible for English learners’ to draw on their own multiple identities and ultimately invest in English learning. and the like. Buddies can support new comers in emotional need for friends and social relations. the involvement of students’ social relations. social and academic lives (Kantanis. 2003). emotion and sense of belonging to the learning communities implies that there is something beyond the academic outcomes which impacts English learning. It is not a problem which major a student is in. Fourth. Nowadays Buddy Scheme is carried out in many universities in western countries. emotional demands and the sense of belonging to the new learning communities deserve due attention for the reason that they go through transition from secondary schooling to tertiary education. Buddy Scheme is supposed to facilitate the growth of new students’ sense of belonging to the new learning communities in the university and this sense facilitates students’ full participation in English learning. or whether he/she is good or poor at English. 2000). In this case. Educators need to pay attention to non-academic factors. Overall. Buddy scheme involves groups of older students in schools whose job is to befriend and help those students new to the school to settle in (PHISA Team. The first-year undergraduate students’ nonacademic experiences such as social relations. Institutions ought to provide guidance and support to facilitate students’ transition. the implications based on the findings of this research mainly focus on how to construct a more supportive community for the first year university students to learn English. and the transition affects and challenges first-year students’ personal. It is good to try it in Chinese universities to pair up or group up new comers with senior students. It should be noted that this implication stresses the inspiring role of learners’ future career expectations on English learning. Buddy Scheme can help. whether he/she chooses a future career related to English or not. 141 . The implications range from academic aspects to nonacademic aspects and cover pedagogy design and environment building.take the greatest advantage of future imagination to promote students’ English learning. 7 Conclusion and Contributions This qualitative case study is conducted in the EFL context of China where research on the relations between English learning and identity is insufficient. It would have been more desirable if the time span of tracking learners’ identity construction and English learning had been longitudinal so that more rich data can be collected and the informants can be revisited from time to time. a retrospective way was adopted to track informants’ identity construction before this study was conducted. student weekly diaries and the teacher interview were used for data triangulation. Furthermore. Besides.6 Limitations The first limitation has to do with the short time span of the study. However. But. learners’ identity construction before studying at university and in the first semester of university study. some measures were taken to reduce weak points caused by recollection and to enhance the trustworthiness. i. Furthermore. In 142 . This study lasts only six months. the study of first-year undergraduate non-English major students’ English learning from the sociocultural perspective is much less sufficient. prompt questions were designed to drive participants to recall their experiences in high school and in the first semester in university from different angles. to some extent. in order to collect data concerning learners’ identity construction in a longer time phase. three data sources including student interviews.6. 6. This method may lead to loss of some valuable data or mixed positioning of themselves before the university and in the university. Data participants provided at different time were used to cross-check one another.. The second limitation is concerned with the retrospective way adopted to track learners’ identities and English learning before the second semester of university study.e. data collected in a period of six months may be able to show a picture of how learners’ identities were constructed in those six months. For example. social relations and the sense of belonging to a new learning community are demanded to support the first year undergraduate students. Therefore. this study attracts attention to the English study of non-English major students in the first year of university study and sheds light on how first-year non-English major students learn English and how they construct and reconstruct identities in English learning in a Chinese university. but English is regarded as important for getting a university degree and good academic background which are crucial for future. These differences and the importance of English make it worthwhile to pay attention to non-English major students’ English learning. For many non-English major students. Knowing what learners need and what the learning communities can provide enables institutions and educators to choose helpful pedagogies and establish desirable learning communities for English learning. On the other hand. It is known that there are big differences between English majors and non-English majors. not necessarily an essential tool that will be needed in future careers or lives. Owing to the two focuses. This study also helps educators understand the concepts of communities of practice and investments in the EFL context in China. The identity construction greatly impacts students’ English learning. 143 . this study concerns about the firstyear undergraduates who undergo a time of identity reconstruction as a university student.order to fill the gap. English is one compulsory subject. this study is carried on for six months and finds out that the first year in university study is a critical period for students in academic study (including English learning) as well as in other campus activities. In this period. academic advice and advice on non-academic factors such as emotional need. learners experience socialization and identity construction. This study is uniquely significant in that this study investigates first-year nonEnglish major students’ English learning in a Chinese university. What English activities did you participate in today (or in this week)? What were your feelings? Why did you have that/ those feeling(s)? 2. What are the areas that you still want to improve in for your English learning? Why? What are you planning to do? 144 . When either happened.APPENDICES Appendix I: Diary Prompt Questions Used in the Pilot Study The following questions are used to guide your diary writing: 1. what were your feelings about English learning? What did you do for English learning? 4. What positive and/or negative experiences did you have today (or in this week)? What did you learn from them? 3. What positive and negative experience(s) did you have today (or in this week)? How did you think of yourself (your sense of “who you are”) in experience(s)? What did you learn from them? 3. what were your feelings about English learning? What did you do for English learning? 4. When you reacted to the English activities and/or the positive and negative experiences you had today (or on a particular day in this week). What is the area/are the areas that you still want to improve in for your English learning? Why? Is this area/Are these areas related to your future career or your future expectation? In what way? What are you planning to do? 145 . did you think of your past experiences? Why? Can you specify? 5. What English activities did you participate in today (or in this week)? What were your feelings? Why did you have that/ those feeling(s)? How did you think of yourself (your sense of “who you are”) in the activity or activities? 2.Appendix II: Diary Prompt Questions Used in the Main Study The following questions are used to guide your diary writing in the main study : 1. When you were experiencing the positive or negative experiences. Please describe the community background. Whom would you turn to for help when you were in difficulties? 6. What leader role(s) or participant role(s) did you ever play in your class or any organization in your high school? How did you like them? 7. How do you think of your English learning in high school? Were you interested in it? Were your study methods effective? 8. 2010) The following questions are asked to elicit data on the participant’s family and community identities: 1. Please describe the culture of your family and of the community. How did you think of your teachers and schoolmates in high school? 5. 8. How do you think of your English class and English teacher(s) in high school? 146 . How did you like your high school life? 3. and the relations between you and your teachers and schoolmates. How do they impact you? The following questions are asked to elicit data on the participant’s school identities and English learning in the first semester of the first year university study: 1. 2. Please describe your high school life. 2. now and in the future? 5. What is your role in your family? 3. What do you want to do for your family. How did you understand the concept of being a student in high school? What did you think a student should do? 4. Please describe your family. What is the family expectation on you? 4. What is your family’s attitude towards English learning? 7. including the social status.Appendix III: Student Interview Prompt Questions Used in the Pilot Study (March. What kind of person do you want to be in the future? 6. g. class leader) in the first semester? What impacts do you think this identity had on your English study? 147 . What were you expecting before you came to the university? The following questions are asked to elicit data on the participant’s school identities and English learning in the first semester of the first year university study: 1. Did you feel you belonged to the university and/or the class and/or any other communities? 8. etc. teaching methods.) did/do you like or not like? Why or why not? 3. How did you think of the university culture? 7. Why did/do you study English? Were/Are you interested in it? What was/is your goal and plan for English learning? 2. class designs.g.9. Whom would you turn to for help when you were in difficulties? 5. extra-curricular. assignments. How did you understand the concept of being a student in university? What did you think a university student should do? 4. Did you often think of your high school and schoolmates? Why or why not? Under what circumstance did you do/not do so? 6. What were your best and worst English learning experiences in high school? What were your feelings for them? 10. Did you like the university life and English learning at the beginning of the first semester? Why or why not? 9. What English education modes (e. What was your relation with your teacher and classmates? What impacts do you think this relation had on your English study? 12. Did you like the university life and English learning at the end of the first semester? Why or why not? 10. Why did you choose the major? What role does English play on your major and your future job? 11. What was your role in your class (e. How do you think of your competence and English proficiency in high school? 11. competence. Under what circumstances did you feel good/bad about English learning? 19.g. Were you a member of any organization on campus? What impacts do you think this identity had on your English study? 14. did you think you got any progress? What do you think contributed to your progress if any? 148 . What are the opportunities and constraints in English learning in this university? 17. Did you take part in any English activities on campus? Were they helpful? 15. what did you think of yourself (e.13. Have you changed your ways of language learning since coming to the university? What made you do so? 18.) 20. Compared your English proficiency in the first semester of university with that in your high school. How did you think of your English class and feel the English learning environment in this university? 16. English proficiency. etc. When you had positive emotions towards English learning. How did you think of your English learning in high school? Were you interested in it? Were your study methods effective? 7. 2010) The following questions are asked to elicit data on the participant’s family and community identities: 1. What is/are the feature/features of the place your family is living? 9. How do you comment on the relation between you and your family? Has it changed after you entered university? 5. How did you think of your English class and English teacher(s) in high school? 149 . How do they impact you? The following questions are asked to arouse the participant’s pre-university memories and elicit data on his high school English learning identities: 1. What did you think a student should do? 4. What kind of person do you want to be in the future? 7. including the social status. and the relations between you and your teachers and schoolmates. What leader role(s) or participant role(s) did you ever play in your class or any organization in your high school? How did you like them? 6. What do you want to do for your family.Appendix IV: Student Interview Prompt Questions Used in the Main Study (May. 2. Please describe the culture of your family and of the place your family is living in. 2. What is the family expectation on you? 4. Whom would you turn to for help when you were in difficulties? 5. Please describe your high school life. How did you like your high school life? How did you think of your teachers and schoolmates in high school? 3. Please describe your family. What is your family’s attitude towards English learning? 8. now and in the future? 6. How do you see your role in your family? 3. competence.8. English proficiency. social relations)? Did your perception affect your English study? 10. What student did you think you were when you were in high school (in terms of academic achievements. How did you think of the university culture? What impact(s) did it have on you and your study? 6. Did you often think of your high school life and schoolmates? Why or why not? Under what circumstance did you think of your high school life and schoolmates? What were the episodes you often recollected? 5. What did you think a university student should do? 2. What were your best and worst English learning experiences in high school? What were your feelings for them? Could they affect your sense of yourself? 9. Did you like the university life and English learning at the end of the first semester? Why or why not? 10. What new experiences did you have in the first semester? How did you respond to them? 3. Did you like the university life and English learning at the beginning of the first semester? Why or why not? 9. Did you feel you belonged to the university and/or the class and/or any other communities? 8. What did you expect before you came to the university? The following questions are asked to elicit data on the participant’s school identities and English learning in the first semester of the first year university study: 1. Whom would you turn to for help when you were in difficulties? 4. Why did you study English? Were you interested in it? What were your goal 150 . Why did you choose the major? What role does English play on your major and your future job? 11. What’s the difference between high school and university? How did you respond to the differences and the new experiences? 7. )? 22. What were your relations with your teacher and classmates? What impacts did this relation have on your English study? 14.g. Under what circumstances did you feel good/bad about English learning? What did you think of yourself (e. value and communicative style in the first semester with those in high school. How did you think of your English class and feel the English learning environment in this university? 18. what did you think of yourself (e. What did you think of your English class? What English class did you expect? 13. Compare your competence.g. Have you changed your ways/goal(s) of language learning since coming to the university? What made you do so? 20. did you think you got any progress? What did you think contributed to your progress if any? 23. When you had positive/negative experiences in English learning. English proficiency. What was your role in your class (e. Compare your English proficiency in the first semester of university with that in the high school. personality. etc. 151 .g.)? 21. Were you a member of any organization on campus? Why did you join them? What impacts do you think this identity have on your English study? 16. etc. competence.and plan for English learning? 12. What are the opportunities and constraints in English learning in this university? 19. competence. Did you take part in any English activities on campus? Were they helpful? 17. class leader) in the first semester? What impact(s) did this identity had on your English study? 15. English proficiency. identities and English learning before the second semester of university study are elicited. Talk about your relations with your teachers and your schoolmates. Talk about the experiences in these weeks which impacted you (including impacting how you see yourself and see the relations with persons around you). 2. 3. 7. Talk about the English learning practices in these weeks that could impact your perception of yourself. 2010) After participants’ backgrounds. 6. practices and outcomes). Talk about the moments you thought of your high school life and the first semester of the university study. Do you think you have changed since you entered the university? When and in what way? What made the change? 152 . Talk about new experiences you had in these weeks. 1. 2010) focus on following questions to track participants’ school engagements. interviews in the main study (May and June. 4.Appendix V: Student Interview Prompt Questions Used in the Main Study (May and June. English learning and identity construction in different phases in the second semester of university study. 5. Talk about your English learning in these weeks (attitudes. and reflections on the whole first year in university: 6. Did you have a plan for English study in the holiday? Why or why not? 3. Did you have any experiences in the holiday that impress you deeply? Please specify. Do you think this result can clearly show your English study and English proficiency in the second semester? 9.Appendix VI: Student Interview Prompt Questions Used in the Main Study (September. The following questions are asked to elicit participants’ English learning in the summer holiday: 1. reflections on their second semester. 5. What did you mainly do in the summer holiday? 2. How’s your final English examination? How do you think of the exam result? 7. What were English-related activities that you did in the holiday? 4. Do you think you made progress in English in the second semester? What were the reasons? 10. do you think you made progress in proficiency and attitude? Why or why not? 153 . Did you see your high school schoolmates in the holiday? Did they give you the same feelings as before? The following questions are asked to elicit participants’ reflections on their final English examination results in the second semester. How hard did you prepare for your English exam? 8. Compare your English (study) in the first semester and in the second semester. 2010) This set of prompt questions is designed to elicit participants’ English learning in the summer holiday and their reflections on the second semester and the first university year. Do you think you worked hard at English in the second semester? What were the reasons? 11. After one year study in university. is your attitude to English (study) different from before (e. How do you comment on the relation between you and your family at the end of the second semester? 154 .12. What does English mean to you now? What role(s) do you think English will play in your future life and future career? 15. Did you like the university life at the end of the second semester? How do you think of the learning community of your university and your class at the end of the second semester? 18. more interested)? Why or why not? 13. Did you feel you belonged to the university/the class/any other organization at the end of the second semester? 19. do you have different goals for English study? Why or why not? 14. After one year study in university. Were the English class designs and the English teacher’s teaching methods the same throughout the year? Did you like the English class the same throughout the year? Why or why not? 16. What were your relations with your English teacher and your classmates at the end of the second semester? 17.g. What were participant students’ final English examination results in each semester in the first university year? How was their English proficiency in each semester? 2.)? 4. reactions in English classes and to extracurriculum English activities. students’ co-operations. working hard at English study) in each semester? Could you please show some examples? Did you perceive any changes in students’ attitudes to and behaviors in English learning in the first year? 3. How did you describe the relations between you and the participant students? Did you often contact participant students after class? 9. What were participant students’ attitudes to English study (e. interest in English. and the teacher-student relations. In what way did participant students respond to your questions raised in English classes? In what way did they behave when they succeed in answering questions or fail to answer questions? Could you please show some examples? 8.Appendix VII: Teacher Interview Prompt Questions Used in the Main Study (September) The following prompt questions try to elicit the English teacher’s observations and comments on the participant students in the whole first year including participants’ final English examination results and English proficiency in each semester. teaching modes. etc. How did participant students respond actively or resist to the English teaching? Could you please show some examples? 7. What activities in English classes do you think participant students were interested in? Could you please show some examples? 5. How did you observe participant students’ activities after class? How did they respond to the extra-curriculum English activities? Please show some examples if 155 . attitudes to English study.g. 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