Identity Construction Through Language Learning: SL Libyan Students' Perspectives of Second Language Identity
DOI:
https://doi.org/10.61952/jlabw.v1i3.163Keywords:
Language Identity, Second Language Learning, Cultural Integration, Linguistic Accommodation, Applied LinguisticsAbstract
The interrelationships between these terms language identity and cultural differences have become a major focus for many cultural researchers and social theorists. This study explores identity construction in second language acquisition (SLA) among Libyan students learning English. It examines how learning a second language leads to the development of new identities and how learners perceive themselves in relation to the target language culture. The research adopts a mixed-methods approach, utilizing a structured questionnaire with both closed-ended and open-ended questions to investigate the perspectives of 25 PhD students in Applied Linguistics at the Libyan Academy. The study draws upon existing literature on identity in SLA, including concepts of language variation, accommodation theory, and the acculturation model, to frame the analysis of the collected data. The findings contribute to a deeper understanding of the theoretical and practical implications of second language learning on the identity of Libyan students, enriching knowledge of SL identity through a systematic review of current studies related to identity construction through language learning.
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