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Second Language Identities and Study Abroad: Multiple Case Studies of Hong Kong English Teacher Education Majors in a Short-term Study Abroad Program in the UK.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Second Language Identities and Study Abroad: Multiple Case Studies of Hong Kong English Teacher Education Majors in a Short-term Study Abroad Program in the UK./
作者:	Chan, Sin Yu.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	427 p.
附註:	Source: Dissertation Abstracts International, Volume: 80-03(E), Section: A.
Contained By:	Dissertation Abstracts International80-03A(E).
標題:	Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=11012125
ISBN:	9780438658271

Second Language Identities and Study Abroad: Multiple Case Studies of Hong Kong English Teacher Education Majors in a Short-term Study Abroad Program in the UK.
Chan, Sin Yu.

Second Language Identities and Study Abroad: Multiple Case Studies of Hong Kong English Teacher Education Majors in a Short-term Study Abroad Program in the UK. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 427 p.

Source: Dissertation Abstracts International, Volume: 80-03(E), Section: A.

Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2018.

Informed by a poststructuralist view of identity and Benson et al.'s (2013) framework of second language (L2) identity, this study examined the L2 identity developmental trajectories of three Hong Kong pre-service English as a foreign language (EFL) teachers who participated in an eight-week English language and cultural immersion program in the U.K. from June to July in 2016.

ISBN: 9780438658271Subjects--Topical Terms:

557829
Linguistics.

Second Language Identities and Study Abroad: Multiple Case Studies of Hong Kong English Teacher Education Majors in a Short-term Study Abroad Program in the UK.
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245 1 0 $a Second Language Identities and Study Abroad: Multiple Case Studies of Hong Kong English Teacher Education Majors in a Short-term Study Abroad Program in the UK.
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500 $a Source: Dissertation Abstracts International, Volume: 80-03(E), Section: A.
502 $a Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2018.
520 $a Informed by a poststructuralist view of identity and Benson et al.'s (2013) framework of second language (L2) identity, this study examined the L2 identity developmental trajectories of three Hong Kong pre-service English as a foreign language (EFL) teachers who participated in an eight-week English language and cultural immersion program in the U.K. from June to July in 2016.
520 $a This study adopted a multi-method, multiple-case study design and the participants' L2 and cultural learning experiences were investigated for a period of nine months, with data collection in both Hong Kong and U.K. To better understand the participants' developmental trajectories, data was amassed before the sojourn, during the eight-week study abroad (SA) program, immediately after the sojourn, and four months after their return home. For the present study, data collection included the participants' pre-and post- immersion reflective essays, semi-structured interviews, sojourn reflective journals, questionnaire surveys, and reports on each participant provided by the host institution. The data was organized and analyzed with the help of the qualitative software program NVivo 11. This largely qualitative, multi-method, multiple-case study design helped to provide insight into the L2 and intercultural learning of the participants, and their L2 identity development. They experienced different developmental trajectories and a careful review of the findings indicated that SA experience is complex; both internal and environmental factors can account for variations in L2 identity development across time and space.
520 $a Drawing on the findings, the thesis discussed both theoretical and pedagogical implications. Building on the work of Benson et al. (2013) and other SA scholars, a graphic image was developed to illustrate the variables that can impact the L2 identities of SA students in the home environment and/or in a SA context. Suggestions were offered for educators as well as future SA students, particularly pre-service EFL teachers with the aim of enhancing their L2 and intercultural experience in short-term SA. The findings point to the interactive nature of SA and highlight the multiple internal and external factors that can impact the L2 identities of student sojourners. The limitations of this research were also identified and suggestions were offered for further research on the L2 identities of short-term SA students.
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