Gao, Y., Li, Y., & Li, W. (2004). EFL Learning and Self-Identity Constructions—Case Studies of English Majors. In Y. H. Gao (Ed.) The Social Psychology of English Learning by Chinese College Students: Motivation and Learners’ Self-Identities (pp. 107-124). Beijing: Foreign Language Teaching and Research Press.

has been cited by the following article:

• TITLE: First-Year English Majors’ Identity Trans-formations and English Learning

  AUTHORS: Qiuming Lin

  KEYWORDS: Learner Identity, English Learning, Identity Dilemma, Investment, Imagined Community, Diary Study

  JOURNAL NAME: Open Journal of Modern Linguistics, Vol.4 No.2, June 13, 2014

  ABSTRACT: Learner identity has been recognized as significant for second or foreign language learning in the recent decades. By employing Bamberg et al.’s (2011) framework of three identity dilemmas and Norton’s identity theory of SLA (Norton, 2000, 2010) as the theoretical foundation, this study investigates how learners’ identities transformed, and how they were related to learners’ English learning trajectories by tracing a group of first-year English majors in a key university in China for one year. With the data elicited from one of the participants’ diary and in-depth researcher-participants meetings, this paper suggests that English learning is not just a process of acquiring a set of language skills and knowledge, but a complicated social practice, in which learners’ identities are constantly constructed, deconstructed and reconstructed. This finding has important implications for English teaching and learning in China.