As shifting identity and target cultural attachment act as important factors in the language learning process, this study aims to analyze the effects of learning English on the culture and identity change in Iranian EFL learners. To this end, fifty BA and fifty MA students majoring in TEFL participated in the study by answering the questionnaires. Also, twenty of them were interviewed along with ten EFL instructors. To control the factor of gender, all the participants were male. The data comes from two questionnaires and semi-structured interviews. The data was analyzed using SPSS. The interviews were analyzed based on content analysis procedures. The results of the study revealed that the younger the participants were the more they were interested in shifting their identities and attaching to the target culture. The results further indicated that MA students had more information about both their native and the target culture and they could manage their shifting identities better than the BA students.
Table of Contents
Chapter One: Introduction
1.1. Overview
1.2. Learning English in Iran
1.3. Statement of the Problem
1.4. Significance of the Study
1.5. Research Objectives
1.6. Research Questions
1.7. Definition of Key Words
1.7.1: Language Identity
1.7.2: Cultural identity
1.7.3: Identity Shifting
1.7.4. Foreign Language
1.7.5: Social Identity
1.8. Outline of the study
Chapter Two: Review of Literature
2.1. Overview
2.2. Identity and Language Learning
2.3. Poststructuralist Identity
2.4. Theories of language
2.5. Theories of learning
2.6. Cultural Identity
2.7. English, Globalization, and Imperialism
2.8. Issues of Culture in English Language Teaching
2.9. Previous Studies
Chapter Three: Methodology
3.1. Overview
3.2. Research Procedure
3.2.1 Research Method
3.3 Participants
3.4. Instruments
3.4.1. Questionnaires
3.4.2. Interview
3.5. Data Collection
3.6. Data Analysis
3.6.1 .Quantitative Analysis
3.6.2 Qualitative Data Analysis
Chapter Four: Data Analysis and Results
4.1. Overview
4.1.1. Language and cultural identity
4.1.2 Analysis of the Second Questionnaire
4.2. The Questionnaire
4.3. The Interview
4.3.1. General views about the Iranian and the Western cultures and Identities
4.3.2. Iranian culture and identity
Chapter Five: Discussion Conclusions, Implications & Suggestions for Further Studies
5.1. Overview
5.2. Discussion
5.3. Conclusion
5.4. Limitation of the Study
5.5. Implications
5.6. Suggestions for further studies
Research Objectives and Thematic Scope
This study investigates the impact of learning English as a foreign language on the cultural identity and perceptions of Iranian university students. The research aims to determine whether increased proficiency in English and exposure to Western culture lead to a shift in students' attitudes toward their native language, culture, and their own sense of self-identity.
- Construction of cultural and social identity in an Iranian EFL context.
- Impact of globalization and Western cultural influence on Iranian youth.
- Relationship between language learning, attitudes, and identity transformation.
- Differences in identity perception between BA and MA level students.
- Mixed-method analysis utilizing questionnaires and semi-structured interviews.
Excerpt from the Book
1.3. Statement of Problem
To learn English at school or language institute is not the only issue of English learning in Iran. As learning English became very popular among Iranian students, American culture caught their attentions too. Now there are a lot of Iranian students who are familiar with the American culture as much as, if not more than, the English language. Many of them listen to American music, wear western outfits, and even talk with American styles.
Changing one’s identity and integrating with a western culture cannot be considered as a problem; however, it becomes problematic when such a change hinders and misdirects communication and learning, respectively, due to the overuse of the target culture i.e., American culture. That is why this study aims to delve into the different facets of the culture and identity change among Iranian EFL learners.
Identity change is more common these days as people are experiencing globalization. That is why sociocultural issues have significant role in identify shift and reconstruction.
Summary of Chapters
Chapter One: Introduction: Outlines the background of the study, the problem statement regarding identity shifts among Iranian EFL learners, research objectives, and key definitions.
Chapter Two: Review of Literature: Explores theoretical frameworks related to identity, including poststructuralist and sociocultural perspectives, as well as the impact of globalization and English language teaching on cultural identity.
Chapter Three: Methodology: Details the mixed-method research approach, including the demographic profile of participants and the instruments used for data collection.
Chapter Four: Data Analysis and Results: Presents the findings from the questionnaires and interviews, illustrating how students perceive their identity in relation to the English language and Western culture.
Chapter Five: Discussion Conclusions, Implications & Suggestions for Further Studies: Summarizes the study’s conclusions, provides pedagogical implications for English teachers, and suggests directions for future research.
Keywords
Identity, Cultural Identity, Language Learning, Iranian EFL Learners, English Language, Globalization, Identity Shifting, Sociocultural Theory, Western Culture, Poststructuralism, Self-identity, Mixed-methods, Education, Social Identity, Language Attitudes.
Frequently Asked Questions
What is the core focus of this research?
The research explores how learning the English language and engaging with Western culture affects the cultural identity and self-perception of Iranian university students majoring in Teaching English as a Foreign Language.
What are the primary themes addressed in this work?
Key themes include the shifting nature of identity, the influence of globalization, the relationship between language and culture, and the development of students' attitudes toward both their native Iranian identity and the target culture.
What is the central research question?
The central question is whether the increased knowledge of the English language and culture among Iranian EFL students alters their attitudes toward their native language and culture, as well as their perspective on Western culture.
Which research methodology does the study employ?
The study utilizes a mixed-method approach, combining quantitative data from questionnaires with qualitative insights derived from semi-structured interviews to provide a comprehensive analysis.
What is discussed in the main chapters?
The work moves from an introduction of the educational landscape in Iran to a comprehensive review of identity theories, a detailed methodology chapter, the presentation of empirical results, and a concluding discussion on the implications for future teaching practices.
Which keywords best describe this study?
Key terms include Identity, Cultural Identity, Iranian EFL Learners, Language Learning, Globalization, Identity Shifting, and Sociocultural Perspectives.
How do BA and MA students differ in their identity shifts according to the findings?
The study found that MA students, possessing more information about both native and target cultures, were better able to manage their shifting identities compared to their BA counterparts.
Does the book conclude that identity change is purely negative?
No, it treats identity change as a complex, natural outcome of globalization and learning, though it warns that an over-focus on foreign culture without balancing native cultural values can lead to misconceptions and demotivation.
- Arbeit zitieren
- Shakiba Razmeh (Autor:in), Amin Davoodi (Autor:in), 2015, Identity and Culture Shaped by Foreign Language Learning: A Case of Iranian University Students, München, GRIN Verlag, https://www.grin.com/document/289186
