ABSTRACT

Native-speakerism is the main goal of the monolingual approach to language education. In an attempt to challenge native-speakerism as a dominant ideology in English language education, this study probed into language learners’ experience of authenticity through an existential framework, comprising the two concepts of resoluteness and self-other relations, which was derived from Heidegger's (1962) concept of authenticity in Being and Time. To collect data, a group of English language learners studying at Iranian state universities were investigated by the administration of semi-structured interviews. The analysis of data led to the emergence of three core themes: epistemological and ontological engagement, agency for response-ability, and the process of in-situ knowing. Indeed, the collected data demonstrated a shift of emphasis on authenticity from native-speakerism towards the realities of language learning where the possibility of being rendered capable can be provided, and space is offered for the integration of mainstream epistemology and learners’ ontology through in-situ knowing. More importantly, the existential interpretation of authenticity, proposed in our study, was revealed to be an inclination towards bi/multilingualism.

摘要

以母语为母语是单语语言教育的主要目标。为了挑战母语主义作为英语教育中的主导意识形态，本研究通过存在主义框架探讨了语言学习者的真实性体验，该框架包括坚决性和自我-他者关系两个概念，该框架源自海德格尔的（ 1962） 《存在与时间》中的真实性概念。为了收集数据，一组在伊朗国立大学学习的英语学习者接受了半结构化访谈的管理。数据分析导致了三个核心主题的出现：认识论和本体论的参与、响应能力的代理以及就地了解的过程。事实上，收集到的数据表明，对真实性的重视已经从母语转向语言学习的现实，在语言学习的现实中，可以提供能力的可能性，并为主流认识论和学习者本体论的整合提供空间。地知。更重要的是，我们的研究中提出的对真实性的存在主义解释被揭示为双语/多语制的倾向。