Exploring International Students’ Motivations and Identity Construal With Regard To Learning English in the Canadian Context: A Poststructuralist Account 2019
Bibliographic record
Abstract
This qualitative case study explored the influence of second language (L2) learning on an international student's identity construction and self-conception. Such exploration contributed to poststructuralist discussions vis--vis the adequacy of structuralist models to L2 learning motivation, given postmodernist conditions of globalization and English globality. An interdisciplinary framework 'discourse'-'discourse theory' and its methodological tool, critical discourse analysis, in concert with the poststructuralist, sociological construct 'investment' was utilized. Using this framework enabled us toexplore the perception of an L2 learner' smotivation to learn English and his identification with the language, its culture, and speech community. Analysis of data collected through a semi-structured interview revealed that the learner associated learning English with diverse discourses: nationalism, religiosity, interest in travel and world culture, access to global sources of information, communicating and affiliating with people of linguistic and cultural diversity. These findings speak to the complexity of language education, learner's motivation, and identity formation.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.027 | 0.014 |
| Scholarly communication | 0.008 | 0.003 |
| Open science | 0.002 | 0.006 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".