This study used the Vygotskian concept of perezhivanie, an emotionally lived experience, to examine the identities of two Turkish language learners. Learner identity has been researched from social and psychological perspectives; however, the role of emotion and its relationship with cognition has not been sufficiently addressed. As a unit of analysis, Perezhivanie offers a holistic approach to examining learners' identities by considering their emotional and cognitive processes in their learning environments. This study reports on a qualitative case study. Data were obtained from Dodo and Uraz's observations while taking an elective course in Global English and Culture, their multiple reflections written throughout the course, and their interviews. The data analysis revealed ontological instances of perezhivaniya (plural) that stemmed from the two participants' emotionally charged, memorable moments. It revealed how these perezhivaniya formed and transformed their identities throughout their language‐learning experience. These results indicate the importance of assisting language learners by introducing them to the new World of Englishes, thus providing new theoretical frameworks that create a fertile environment for identity transformation.

中文翻译：

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土耳其学生的语言学习perezhivanie、学习者身份和自我转变

这项研究使用了维果茨基的概念佩列日瓦涅情感生活经验，以检查两名土耳其语言学习者的身份。从社会和心理角度研究学习者身份；然而，情感的作用及其与认知的关系尚未得到充分解决。作为分析单位，佩列日瓦涅通过考虑学习者在学习环境中的情感和认知过程，提供了一种整体方法来检查学习者的身份。本研究报告了定性案例研究。数据来自 Dodo 和 Uraz 在选修全球英语和文化课程时的观察、他们在整个课程中写下的多重反思以及他们的采访。数据分析揭示了本体论实例佩列日瓦尼亚（复数）源于两位参与者充满激情、难忘的时刻。它揭示了这些如何佩列日瓦尼亚在他们的语言学习经历中形成并改变了他们的身份。这些结果表明通过向语言学习者介绍新的语言来帮助他们的重要性英语世界，从而提供新的理论框架，为身份转变创造肥沃的环境。