This study investigates the relationship between learner perception, ideology, discourse, and identity in computer‐mediated communication (CMC) interactions between an advanced L2 Japanese learner and native Japanese speakers. Study findings show that, despite an invested identity as a proficient user of Japanese, the learner struggled to enact this identity in the face of two divergent language ideologies: one that promoted Japanese native speaker discourse as the goal of L2 learning and use, and one that promoted a particular Western “foreigner” discourse for non‐native speakers of Japanese. Furthermore, a third discourse—that of the CMC platform—also affected her discursive practices, both in terms of interaction and performance of multiple identities. These results reveal the complex, sometimes problematic, nature of CMC for L2 learning and use, while offering a unique perspective into the issue of the native speaker standard in Second Language Acquisition (SLA), particularly as it pertains to advanced learners.

中文翻译：

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关于两种语言意识形态的故事：在日语CMC交互中的二语学习者身份的话语共建

这项研究调查了高级L2日语学习者与日语母语者之间的计算机介导的交流（CMC）交互中学习者感知，意识形态，话语和身份之间的关系。研究发现表明，尽管人们以熟练掌握日语为己任，但学习者却在面对两种不同的语言意识形态时仍在努力确立这种身份：一种以日语为母语的人作为第二语言学习和使用的目标，而另一种则以日语为母语。为非日语母语人士推广了一种特定的西方“外国人”话语。此外，第三种话语（CMC平台的话语）也影响了她的话语练习，无论是在交互性还是在多个身份的表现方面。这些结果揭示了复杂的，有时是有问题的