DIP15B38 Huynh Thien Trang Final Theori Essay

Ho Chihuahua Minh City Open School

Graduate College

97 Vo Van Tan. Dist. 3, HCMC, Vietnam



Term of candidate: Huỳnh Thiên Trang

Pupil No: DIP15B38

Email address: [email protected] com

Brand of coursework subject: Ideas of Dialect Teaching and Learning

Name of this item of work:

A major Review about Identity, Learning, and Social Change by Norton Bonny

Name of lecturer: Nguyen Dinh Thu, Phd.

Due date: September 29th, 2014


I approve that the over assignment is usually my unique work; it is based on my own research. All sources employed by me have been completely documented. Simply no other person's work has been used devoid of due acknowledgement. This piece of content has not recently been submitted for examination in this or any other subject or study course at this College or university or elsewhere.

Student's Signature…………………………………………Date…………………………...


This review paper, firstly, summaries Bonny Norton document in personality, language learning, and social change, secondly, raises questions after that self-reponses these people in order to have much deeper understandings this article. For the initial, the conclusion is that motivation will never ensure a single own's accomplishment in. Next, motivation is definitely not the sole factor impacting on language learners, achievement in language learning is guaranteed once a enthusiastic learner embeds investments in their very own learning. How you can realize current position and how to change it is very important in not only in learning but also consist of aspects. At present, rapid development of modern technologies has facilitated virtual marketing and sales communications across limitations, online exchange is 1 free resource for educator to inspire and boost English language learners' interlingual and intercultural competence. Synopsis on Bonny Norton's study

Bonny Norton is a teacher in School of British Columbia, Canada. Bonny Norton has a great interest in learner identification and learning. In this review article, Bonny and Kelleen focus on personality, language learning, and social alter. In the launch, the authors mention how Martina-an immigrant- saw her position and exactly how she claimed the right to converse with illustrate the powerful associations between id and learning, and it is the central matter throughout this kind of review. In recent decades, identity has become an appealing field in language education. Much research on identification focusing on secondary language learning poststructuralist theories is likewise relevant to language learning. More than a decade ago, Susan Gass launched a assumptive relevance of identity types to learning that permits a conceptual move in analysis about learning in several central arguments. The eight central quarrels are described as comply with: Firstly, modern identity theories give methods for the language learners to determine themselves in a larger social world. According to SLA researchers, a learner, singularly, is always in binary terms (motivated or demotivated/introverted or perhaps extroverted, inhibited or uninhibited) and these types of affective descriptors are created in regularly inequitable some space, co-existing in contradictory ways within an individual. Next, identity ideas highlight different positions of language learners in social lifestyle, and that the level of learner's desire always changes due to focus on language community. Thirdly, language learning theories and research have to address how power in social universe affects learners' access to goal language interaction, and it is believed that more practice is essential in learning process. Power is split up into formal and informal sites, and that affects learners' opportunities to make a deal relationships with target dialect speakers. The forth debate shows that personality, practices and resources will be inextricably linked and mutually constituted. Moreover, structural circumstances and social...

References: Brandl, K. (2002). Integrating Web-based reading components into the language curriculum: From teacher to student-centered techniques. Language Learning & Technology, 6(3).

Connolly, Farrenheit. M. & D. L. Clandinin (1990). Stories of experience and narrative request. Educational Researcher19. 5, 2–14.

Cummins, T. (2000). Terminology, power and pedagogy: Bilingual children inside the crossfire. Clevedon, UK: Multilingual Matters.

Dörnyei, Z., and Ottó, My spouse and i. (1998). Determination in Action: A Process Model of L2 Motivation. In Working Paperwork in Applied Linguistics, volume. 4 (pp. 43–69). Greater london: Thames Area University.

Gardner, R. C. (1985). Social psychology and second language learning: The position of attitudes and determination. London: Edward Arnold.

Gardner, R. C. (2001). Integrative motivation and second language obtain. In Unces. Dornyei and R. Schmidt (Eds. ), Motivation and Second Language Purchase (pp. 1–19). Honolulu, HOWDY: University of Hawaii, Secondary language Teaching and Curriculum Centre.

Hubbard, P. (2008). PHONE and the way forward for language tutor education. CALICO Journal, twenty-five (2), 175- 188.

Janks, H. (2010). Literacy and power. Ny: Routledge.

Meunier, L. (1997). Personality and motivational elements in computer-mediated foreign language connection (CMFLC). Unpublished manuscript, School of Tulsa.

Norton, M. (ed. ) (1997). Terminology and id. TESOL Quarterly31. 3 (special issue).

Norton, B. (2000). Identity and language learning: Male or female, ethnicity and educational change. Harlow, UK: Pearson Education/Longman.

Pennington, M. (1996). The power of CONTACT. Houston, TX: Athelstan.

Pennycook, A. (2007). Global Englishes and transcultural flows. Greater london and Ny: Routledge.

Potowski, K. (2004). Student Spanish use and investment in a dual immersionclassroom: implications for second language acquisition and historical past language routine service. Modern Vocabulary Journal, 88, 75–101.

Leslie, M. G. and Larry, S. (2008). Second Language Purchase: An Initial Course (3rd edn). Ny and London, uk: Routledge.


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