From linguistic insecurity to confidence: Language emotion and ideology in South Korean study-abroad students’ post-journey reflections

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education Pub Date : 2023-10-01 DOI:10.1016/j.linged.2023.101206

Jeong-Ah Lee , In Chull Jang

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引用次数: 1

Abstract

This study explores how emotions mediate students’ post-journey evaluations of their study abroad experiences and why specific emotions are valued in the evaluative process. Based on 175 post-journey reports and four focus-group interviews produced by South Korean students attending a short-term study-abroad program at U.S. universities, this study analyzes the emotional shift from linguistic insecurity to confidence. Their reflections show that their linguistic insecurity stemmed from their ideology of self-deprecation and the unfamiliar types of English encountered in the host country. However, they state that English-only environments and enhanced awareness of English as a lingua franca helped them overcome linguistic insecurity. In this process, they valued improved confidence in English, while defying the possibility of improving their actual English proficiency. Drawing on the ideology of English in South Korea, this study suggests that such a distinctive evaluation of emotions rationalizes students’ investment in English language learning.

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从语言不安全到自信：韩国留学生旅行后的语言情感与意识形态思考

本研究探讨了情绪如何介导学生对其留学经历的旅行后评价，以及为什么特定的情绪在评价过程中受到重视。基于175份旅行后报告和4个焦点小组访谈，本研究分析了参加美国大学短期留学项目的韩国学生从语言不安全感到自信的情感转变。他们的反思表明，他们的语言不安全感源于他们的自我贬低意识形态和在东道国遇到的不熟悉的英语类型。然而，他们表示，只有英语的环境和对英语作为通用语言的意识增强，帮助他们克服了语言不安全感。在这个过程中，他们重视提高对英语的信心，而无视提高实际英语水平的可能性。根据韩国的英语意识形态，本研究认为这种独特的情感评价使学生对英语学习的投入合理化。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Linguistics and Education Multiple-

CiteScore

2.80

自引率

12.50%

发文量

期刊介绍： Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.