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Yıl 2018, , 199 - 206, 01.04.2018
https://doi.org/10.24289/ijsser.339680

Öz

Kaynakça

  • Bialystok, E., & Hakuta, K. (1994). In other words: The science and psychology of second language acquisition: Basic Books. Bourdieu, P. (1991). Language and symbolic power. Cambridge: Polity.
  • Bracher, M. (2002). Identity and desire in the classroom. In J. Jagodsinki (Ed.), Pedagogical desire: Authority, seduction, transference, and the question of ethics (pp. 93-122). Westport, CT: Bergin & Garvey. Choi, J. E. (2002). Blending oil into water: Making the invisible visible and giving a voice to the silenced. In F. Tochon (Ed.), The foreign self: Truth telling as educational inquiry (pp. 31-62). Madison, WI: Atwood Publishing. Cummins, J. (1986) Empowering minority students: A framework for intervention. Harvard Educational Review 56 (1), 18–36.
  • Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon, UK: Multilingual Matters. . Giles, H., & Johnson, P. (1987). Ethnolinguistic identity theory: A social psychological approach to language maintenance. International Journal of the Sociology of Language, 68, 69–99.
  • Jing.L & Jianbin.H (2007). Reflection on Identity and English Language teaching in China. Polyglosia, Vol.13
  • Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29, 9-31.
  • Ochs, E. (1993). Constructing social identity: A language socialization perspective. Research on Language and Social Interaction, 26, 287-306. Schumann, J. (1978) The Pidginization Process: A Model for Second Language Acquisition. Rowley, MA: Newbury House. Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In S. Worchel (Ed.), The social psychology of intergroup relations (pp. 33-53). Monterey: Brooks/Cole. Tajfel, H. (1982). Social identity and intergroup behaviors. Cambridge: Cambridge University Press.
  • Toohey, K. (2001). Disputes in child L2 learning. TESOL Quarterly, 35(2), 257–278.
  • Wigglesworth, G. (2005).'Current approaches to researching second language learner processes'. Annual Review of Applied Linguistics 25: 98-111.

Impact of social identity on second language learning anxiety: The Pakistani perspective

Yıl 2018, , 199 - 206, 01.04.2018
https://doi.org/10.24289/ijsser.339680

Öz

The language learners
in Pakistan are required to get adequate knowledge of English language in order
to strive for a better future. It has been investigated that in few parts of
the world the learners are inclined towards their social identity, culture,
tradition and values which sometimes hinder them to speak foreign language. It
has been observed by the linguists that social identity is a cause of anxiety
in second language learners in different parts of the world. Due to inclination
towards their own language, the students become reluctant to use another
language which ultimately makes them anxious and less proficient learners.
 This study has been conducted to investigate
whether social identity is also a cause of anxiety in second language learning
in Pakistan. The researchers have focused the main and core issues of identity
which are stuck in the minds of the language learners when they learn English language.




Kaynakça

  • Bialystok, E., & Hakuta, K. (1994). In other words: The science and psychology of second language acquisition: Basic Books. Bourdieu, P. (1991). Language and symbolic power. Cambridge: Polity.
  • Bracher, M. (2002). Identity and desire in the classroom. In J. Jagodsinki (Ed.), Pedagogical desire: Authority, seduction, transference, and the question of ethics (pp. 93-122). Westport, CT: Bergin & Garvey. Choi, J. E. (2002). Blending oil into water: Making the invisible visible and giving a voice to the silenced. In F. Tochon (Ed.), The foreign self: Truth telling as educational inquiry (pp. 31-62). Madison, WI: Atwood Publishing. Cummins, J. (1986) Empowering minority students: A framework for intervention. Harvard Educational Review 56 (1), 18–36.
  • Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon, UK: Multilingual Matters. . Giles, H., & Johnson, P. (1987). Ethnolinguistic identity theory: A social psychological approach to language maintenance. International Journal of the Sociology of Language, 68, 69–99.
  • Jing.L & Jianbin.H (2007). Reflection on Identity and English Language teaching in China. Polyglosia, Vol.13
  • Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29, 9-31.
  • Ochs, E. (1993). Constructing social identity: A language socialization perspective. Research on Language and Social Interaction, 26, 287-306. Schumann, J. (1978) The Pidginization Process: A Model for Second Language Acquisition. Rowley, MA: Newbury House. Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In S. Worchel (Ed.), The social psychology of intergroup relations (pp. 33-53). Monterey: Brooks/Cole. Tajfel, H. (1982). Social identity and intergroup behaviors. Cambridge: Cambridge University Press.
  • Toohey, K. (2001). Disputes in child L2 learning. TESOL Quarterly, 35(2), 257–278.
  • Wigglesworth, G. (2005).'Current approaches to researching second language learner processes'. Annual Review of Applied Linguistics 25: 98-111.
Toplam 8 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Zohaib Zahid

Mamuna Ghani Bu kişi benim

Yayımlanma Tarihi 1 Nisan 2018
Yayımlandığı Sayı Yıl 2018

Kaynak Göster

APA Zahid, Z., & Ghani, M. (2018). Impact of social identity on second language learning anxiety: The Pakistani perspective. International Journal of Social Sciences and Education Research, 4(2), 199-206. https://doi.org/10.24289/ijsser.339680
AMA Zahid Z, Ghani M. Impact of social identity on second language learning anxiety: The Pakistani perspective. International Journal of Social Sciences and Education Research. Nisan 2018;4(2):199-206. doi:10.24289/ijsser.339680
Chicago Zahid, Zohaib, ve Mamuna Ghani. “Impact of Social Identity on Second Language Learning Anxiety: The Pakistani Perspective”. International Journal of Social Sciences and Education Research 4, sy. 2 (Nisan 2018): 199-206. https://doi.org/10.24289/ijsser.339680.
EndNote Zahid Z, Ghani M (01 Nisan 2018) Impact of social identity on second language learning anxiety: The Pakistani perspective. International Journal of Social Sciences and Education Research 4 2 199–206.
IEEE Z. Zahid ve M. Ghani, “Impact of social identity on second language learning anxiety: The Pakistani perspective”, International Journal of Social Sciences and Education Research, c. 4, sy. 2, ss. 199–206, 2018, doi: 10.24289/ijsser.339680.
ISNAD Zahid, Zohaib - Ghani, Mamuna. “Impact of Social Identity on Second Language Learning Anxiety: The Pakistani Perspective”. International Journal of Social Sciences and Education Research 4/2 (Nisan 2018), 199-206. https://doi.org/10.24289/ijsser.339680.
JAMA Zahid Z, Ghani M. Impact of social identity on second language learning anxiety: The Pakistani perspective. International Journal of Social Sciences and Education Research. 2018;4:199–206.
MLA Zahid, Zohaib ve Mamuna Ghani. “Impact of Social Identity on Second Language Learning Anxiety: The Pakistani Perspective”. International Journal of Social Sciences and Education Research, c. 4, sy. 2, 2018, ss. 199-06, doi:10.24289/ijsser.339680.
Vancouver Zahid Z, Ghani M. Impact of social identity on second language learning anxiety: The Pakistani perspective. International Journal of Social Sciences and Education Research. 2018;4(2):199-206.

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