Non native-speaker-oriented L2 learning

Analysis of the life story of one Japanese English learner

Abstract

Native-speakerism is still prevalent in second language education fields, despite efforts to eradicate its presence in the sphere of academic research. However, exploring and elucidating NON-Native-speakerism oriented language learning is the aim of this paper, qualitatively analyzing an extended example of one English language learner’s life story. This learner has always maintained a consistent attitude of being an “appropriate speaker as a non-native speaker.” Chronicling the subject’s learning environment and socio-cultural development from early childhood to the present, we explore how this environment and development affected and formed his character. “Character” is a conceptual term as defined below: any verbal or behavioral expression to show “what kind of person you are.” The results of the qualitative analysis and following reflections are summarized and described in four discernible features: (1) intentional performance and reflection of “character” in the second language; (2) respect for second language culture and emphasis placed upon formality and politeness in the language studied; (3) correct and thoughtful use of structure of the language, regardless of whether it is the first or the second language; and (4) emphasis on clarity of message.