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Learner Identity and Interactional Competence in English as a Foreign Language Classroom

Author

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  • Omar Mohammad Alali
  • Radzuwan Ab Rashid
  • Omar Ali Al Smadi

Abstract

Identity construction is very much influenced by interactional competence. Having a high level of interactional competence enables students to convincingly construct their desired identities. Learners of English as a foreign language may have a problem constructing their desired identities, especially if they are not particularly fluent in the language. This paper discusses the identity construction engaged in by a group of Jordanian learners of English at Mutah University, Jordan. The observed group consisted of 12 postgraduate students, from different majors, who learn English as preparation for their TOEFL exams. Data were analysed using a conversation analysis approach. The analysis reveals that the students managed to use various linguistic strategies in constructing their desired identities, whilst at the same time were disapproving of the identities constructed by the other group members whenever they felt the identities were inappropriate. This paper concludes that the Jordanian learners have sufficient interactional competence to develop common identities with other group members in their attempt to successfully complete the task given.

Suggested Citation

  • Omar Mohammad Alali & Radzuwan Ab Rashid & Omar Ali Al Smadi, 2020. "Learner Identity and Interactional Competence in English as a Foreign Language Classroom," International Journal of English Language and Literature Studies, Asian Economic and Social Society, vol. 9(3), pages 143-150.
    • Handle: RePEc:asi:ijells:v:9:y:2020:i:3:p:143-150:id:462
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