Abstract
This paper proposes a model of the connections among various self-selected pragmatic goals and positive and
negative emotions preceding and emanating from experiences of L2 learning and usage both inside and outside the
classroom. As well, the model addresses the impact of these emotion dynamics on identity-enhancing and
detracting processes. The broader project is a mixed methods examination of the way in which individual and
sociocultural contexts shape and reshape emotions and identity processes in L2 learning. Initial evidence for the
model is presented from qualitative studies with 15 English L2 learners, primarily from Mainland China. Although
previous research on foreign language anxiety and enjoyment has established a correlational relationship between
emotions and academic achievement, there remains a need for a broader survey into the specific contextual and
situational factors, including the effects of culture, that shape the connection between L2 learning experiences,
emotions, and psychological aspects of identity. In particular, the current research allows for heterogeneity in both
the levels and expression of anxiety in L2 contexts, rather than adopting a unidimensional perspective. Adopting
a grounded theory approach, participants studying at the tertiary level of education were interviewed. They were
enrolled in different years and fields of studies in Hong Kong Universities. During semi-structured online and F2F
interviews, the participants were asked to provide information about themselves, their experiences with L2
learning in mainstream education or through private tutoring, and their use of L2 in everyday life. Interview
recordings were analysed according to Corbin and Strauss’s (2015) open, axial, and selective coding processes. The
results revealed substantial diversity in individual trajectories of L2 learning. Moreover, L2 learners perceived the
necessity of English learning and use as either a means of cultural assimilation or as a practical skill. It is
anticipated that further longitudinal, quantitative research building on this model and associated studies will
illustrate ties between language and self in multilingual Hong Kong.
negative emotions preceding and emanating from experiences of L2 learning and usage both inside and outside the
classroom. As well, the model addresses the impact of these emotion dynamics on identity-enhancing and
detracting processes. The broader project is a mixed methods examination of the way in which individual and
sociocultural contexts shape and reshape emotions and identity processes in L2 learning. Initial evidence for the
model is presented from qualitative studies with 15 English L2 learners, primarily from Mainland China. Although
previous research on foreign language anxiety and enjoyment has established a correlational relationship between
emotions and academic achievement, there remains a need for a broader survey into the specific contextual and
situational factors, including the effects of culture, that shape the connection between L2 learning experiences,
emotions, and psychological aspects of identity. In particular, the current research allows for heterogeneity in both
the levels and expression of anxiety in L2 contexts, rather than adopting a unidimensional perspective. Adopting
a grounded theory approach, participants studying at the tertiary level of education were interviewed. They were
enrolled in different years and fields of studies in Hong Kong Universities. During semi-structured online and F2F
interviews, the participants were asked to provide information about themselves, their experiences with L2
learning in mainstream education or through private tutoring, and their use of L2 in everyday life. Interview
recordings were analysed according to Corbin and Strauss’s (2015) open, axial, and selective coding processes. The
results revealed substantial diversity in individual trajectories of L2 learning. Moreover, L2 learners perceived the
necessity of English learning and use as either a means of cultural assimilation or as a practical skill. It is
anticipated that further longitudinal, quantitative research building on this model and associated studies will
illustrate ties between language and self in multilingual Hong Kong.
| Original language | English |
|---|---|
| Publication status | Not published / presented only - 10 May 2024 |
| Event | The International Symposium on Language Sciences (ISLS): Interdisciplinary Research and the Legacy of Yuen Ren Chao - PolyU, Hong Kong Duration: 10 May 2024 → 11 May 2024 |
Conference
| Conference | The International Symposium on Language Sciences (ISLS): Interdisciplinary Research and the Legacy of Yuen Ren Chao |
|---|---|
| Country/Territory | Hong Kong |
| Period | 10/05/24 → 11/05/24 |