摘要
This paper presents three learners’ stories with different setting and time scales:a Chinese worker as a language user in Japan,a Japanese language major student in Chinese university, and a German learner of Japanese participated in eTandem project. These stories were constructed by narrative analysis with qualitative data. Comparing the three cases,it was found that participants build social relations in a group/community they belong to or have a relationship with significant others by exercising learner autonomy. Their autonomy as Japanese-related person was fostered and constrained in their relationships of the social context. Learner autonomy can be seen as socially mediated agency to obtain authorship of one’s action and voice, which leads to an enhanced second language life. Moreover, it is shaped and developed by social relationships.
This paper presents three learners’ stories with different setting and time scales:a Chinese worker as a language user in Japan,a Japanese language major student in Chinese university, and a German learner of Japanese participated in eTandem project. These stories were constructed by narrative analysis with qualitative data. Comparing the three cases,it was found that participants build social relations in a group/community they belong to or have a relationship with significant others by exercising learner autonomy. Their autonomy as Japanese-related person was fostered and constrained in their relationships of the social context. Learner autonomy can be seen as socially mediated agency to obtain authorship of one’s action and voice, which leads to an enhanced second language life. Moreover, it is shaped and developed by social relationships.
出处
《外语教育》
2016年第1期257-266,共10页
Foreign Language Education
