ABSTRACT

Studies on the linguistic identity of multilingual speakers engaged in English as a Lingua Franca (ELF) interactions have continued to grow in the past 20 years. This paper was aimed at contributing to this line of research by studying interactional data to investigate the construction and negotiation of linguistic identities among multilingual speakers of English. Data was collected from 38 ELF interactions in a university classroom located in South Korea. The analysis shows that the students’ linguistic identity in relation to English was made relevant consequent to the interactional exploitation of the two interrelated social constructs of phonology and nationality (i.e. being foreign). The findings suggest that these multilingual students negotiate and build one's linguistic identity by evaluating different ways of speaking English which in turn influence their own linguistic use. The study helps us understand how normative expectations or beliefs are expressed at the level of interaction and underscores the need for ELF awareness and development of related pedagogical tools for empowering these group of students.

摘要

在过去的 20 年中，对从事英语作为通用语 (ELF) 互动的多语言使用者的语言身份的研究持续增长。本文旨在通过研究交互数据来调查多语种英语使用者之间语言身份的构建和协商，从而为这一研究方向做出贡献。数据来自韩国一所大学教室的 38 次 ELF 互动。分析表明，学生与英语​​相关的语言认同与语音学和国籍（即外国人）这两个相互关联的社会结构的交互利用相关。研究结果表明，这些多语种学生协商并建立一个' 通过评估不同的说英语的方式来评估他们的语言身份，这反过来又会影响他们自己的语言使用。该研究帮助我们了解规范期望或信念是如何在互动层面表达的，并强调了对 ELF 意识和相关教学工具开发的需求，以增强这些学生群体的能力。