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From linguistic insecurity to confidence: Language emotion and ideology in South Korean study-abroad students’ post-journey reflections
Linguistics and Education ( IF 1.656 ) Pub Date : 2023-06-20 , DOI: 10.1016/j.linged.2023.101206
Jeong-Ah Lee , In Chull Jang

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.



中文翻译:

从语言不安全感到自信:韩国留学学生的语言情感和意识形态的旅行后反思

本研究探讨了情绪如何影响学生对出国留学经历的旅行后评价,以及为什么特定情绪在评价过程中受到重视。本研究基于 175 份旅行后报告和四次焦点小组访谈,对参加美国大学短期留学项目的韩国学生进行了分析,分析了从语言不安全感到自信的情绪转变。他们的反思表明,他们的语言不安全感源于他们的自嘲意识形态和在东道国遇到的不熟悉的英语类型。然而,他们表示纯英语环境和英语作为通用语言的意识增强帮助他们克服语言上的不安全感。在此过程中,他们看重的是对英语信心的提高,同时也忽视了提高实际英语水平的可能性。这项研究借鉴韩国的英语意识形态,表明这种独特的情感评估使学生对英语学习的投资合理化。

更新日期:2023-06-20
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