THE BIOGRAPHICAL ACCOUNTS OF TWO ENGLISH LEARNERS FROM KUANTAN SINGINGI RIAU
Abstract
This paper reports a biographic enquiry of two tertiary English learners from Kuantan Singingi Riau and seeks to capture the developmental processes of the leamers' Ianguage learning approaches. By sharing their past language learning experiences, the two learners verbalized their struggles in language learning and revealed the deep impact that their learning settings had on their perceptions of self and language leaming. Their adopted leaming approaches, as revealed in their biographical accounts, seem to be extremely exam-oriented and are dependent on the learners' self-will and effort as well as teachers' support and attention. Both learners' accounts suggest that their language learning approaches are influenced by the contextual discourses about learning English, stressful social processes and a sense of threatened self-identity as English major graduates in a highly competitive educational context.
Keywords
Full Text:
PDFReferences
Benson, P, and Voller, P. (1997). Introduction. In P- Benson and p. Voller (Eds.) Autonomy and Independence in Language Leaming (pp. 1-17). London and New york: Longman.
Block, D- (1998). Tale of a language learner. Language Teaching Research, 2(2), 148-176.
Cheah, Y,M. (1998). The examination culture and its impact on literacy innovations: the case of Singapore. Language and Education, 12(3). 192-209.
Cortazzi, M, and Jin, L. (1996). Cultures of learning: language classrooms in China. In H. Coleman (Ed.)-Society and Language Classroom (pp. 169-206). Cambridge: CUP.
Gan, Z, Humphreys. G, and Hamp-Lyons, L. (2004). Understanding successful and unsuccessful EFL students in Chinese universities. Modern Language Journal, 88(2).229-244.
Gao, Y., Li, Y., and Li, W. (2002). EFL learning and self-identity construction: three cases of Chinese college English Majors. Asian Journal of English Language Teaching. 12(2). 95-119.
Gu. Y. (2003). Fine brush and freehand: the vocabulary learning art of two successful Chinese EFL learners TESOL quarterly. 37 (1)-73 104.
Holliday, A. (1996). Large and small class cultures in Egyptian university classrooms: A cultural justification for curriculum change. In H. Coleman (Ed.) Society and the Language Classroom (pp.36-
Cambridge: Cambridge University press.
Hu, G. (2002). Potential cultural resisistance to pedagogical imports: the case of communicative language teaching in China. Language, Culture and Curriculum 15(2).93-105.
Kubota, R. (1999). Japanese culture constructed by discourses: Implications for applied Rindauistics research and ELT TESOL Quarterly. 33 (1), 9-35.
Kumaravadivelu, B. (2003). Problematizing cultural stereotypes in TESOL. TESOL Qeuarterly 37(4), 709-719.
Lam, A. (2003). Language policy and learning experience in China: six case histories. Hong Kong Journal of Applied Rindauistics. 7(2), 57 -72.
Oxford, R, (2001). 'The bleached bones of a story: learners' constructions of language teachers. In M. Breen (Ed.), Learner Contributions to Language Learning (pp. 12-24). Harlow: Pearson Education.
Pennycook. A. (1994). The Cultural Politics of English as an International Language. London: Longman.
Rao. Z. (2002). Chinese students' perceptions of communicative and non-Communicative activities in EFL classroom. System. 30(1). 85-105.
Strauss' A" and Corbin- J- (199s). Basics of Qualitative Research: Techniques and procedures lbr Developing Grounded Theory. London: Sage.
International Journal of Educational Research, 29. 723-73g.
'/en' W'P" and Clement- R- (2003). A Chinese conceptualisation ol 11,ilRindaness to communicate in ESL. Langua_ee. Culture and Cuniculum. l6 ( I ). I g_3g.
Refbacks
- There are currently no refbacks.
Copyright (c) 2017 Proceedings of ISELT FBS Universitas Negeri Padang
This Proceedings is Currently indexed by:
Google ScholarThe Proceedings of International Seminar on English Language and Teaching is registered at LIPI
