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Becoming a different kind of learner: a case study of a Japanese EAP learner

Etherington, S 2006, 'Becoming a different kind of learner: a case study of a Japanese EAP learner' , The East Asian Learner: an Academic Journal for Teachers and Researchers, 2 (2) , pp. 1-10.

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Abstract

This paper reports a longitudinal case study of a Japanese learner (Ken) at a UK university as he progresses from pre-sessional EAP class to Masters programme and into PhD study. The case study is built from a series of interviews which took place over this four year period and a smaller collection of Ken’s diary entries. The paper focuses on the changes in Ken’s perceptions and beliefs about language and language learning throughout this time, tracing his transition from a learner to user of English; from ideas about learning through repetition and hard work to ‘learning by doing’ and his ‘negotiation of identity’ (Block, 2003) in his new language contexts. The destabilisation of Ken’s previous beliefs about himself as a learner and about the nature of language are seen to trigger some of these changes. The paper concludes with discussion of the generalisability of the findings to learners from Confucian Heritage Cultures and the implications for pre-sessional teaching/syllabus design.

Item Type: Article
Themes: Subjects / Themes > L Education > LB Theory and practice of education
Subjects / Themes > P Language and Literature > PB Modern languages. Celtic languages > PB0001 Modern languages
Subjects / Themes > L Education > LB Theory and practice of education > LB2300 Higher Education
Memory, Text and Place
Subjects outside of the University Themes
Schools: Colleges and Schools > College of Arts & Social Sciences > School of Humanities, Languages & Social Sciences > Centre for Linguistics and Applied Linguistics
Colleges and Schools > College of Arts & Social Sciences
Colleges and Schools > College of Arts & Social Sciences > School of Humanities, Languages & Social Sciences
Journal or Publication Title: The East Asian Learner: an Academic Journal for Teachers and Researchers
Publisher: Oxford Brookes University
Refereed: Yes
ISSN: 1553-040X
Depositing User: H Kenna
Date Deposited: 20 Jan 2009 10:09
Last Modified: 20 Aug 2013 16:52
URI: http://usir.salford.ac.uk/id/eprint/1175

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