Abstract In the first part of this study, we briefly present different approaches used to define the concept of second language learners’ identity. Then we introduce Butler’s theory of performativity (1988) and we attempt to apply its main concepts as tools for describing L2 learners’ identity. In the second part of the study, we try to answer the following question: What are typical performative acts of a good and a poor language learner in the language learning classroom? Our research suggests that performing a good language learner identity refers to the learner’s frequent and repetitive participation in utterances whose content is related to the language classroom, regardless of the chosen communicative resources. As for performing a poor language learner identity, it appeared that it refers to the learner’s repetitive and frequent participation in utterances whose content is not related to the language classroom, regardless of the chosen communicative resources.

中文翻译：

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课堂参与是语言学习者身份建构的一种表现

摘要在本研究的第一部分中，我们简要介绍了用于定义第二语言学习者身份概念的不同方法。然后，我们介绍巴特勒的行为理论（1988），并尝试将其主要概念用作描述第二语言学习者身份的工具。在研究的第二部分，我们尝试回答以下问题：在语言学习教室中，好语言学习者和好语言学习者的典型表演行为是什么？我们的研究表明，表现出良好的语言学习者身份是指学习者频繁且重复地参与其发音与语言课堂有关的话语，而与所选择的交流资源无关。至于表现不好的语言学习者身份，