Foreign Language Learning And Shifting Identity : A Cross Gender Study On Iranian Efl Learners

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A Proposal on the Relationship between Foreign Language Learning and Shifting Identity: A Cross Gender Study on Iranian EFL Learners
Nahid Nasseri

Recent research has abundantly been done on the effects of English as a foreign language on the cultural identity of ESL and EFL learners in various contexts (Seppälä, 2011; Norton & McKinney, 2011; Blommaert; 2010, Norton, 2000; Hall, 2003). By the same token, this research aims to delve into the different effects of EFL learning on the cultural identity of Iranian EFL students to see how English may change or modify their ideas regarding their own native language and culture as well as the foreign ones.

With the rise of globalization and the importance of English as an international language, the majority of people in the world have felt the urge to learn English. This gradual but consistent desire to learn English has raised certain potential sociolinguistic and sociological concerns, one of which is pertinent to the identity of language learners after being exposed to English as a Foreign/Second language. Different positions are held by different scholars, but the most favorable one is the move toward transnationalism and avoiding dogmatic nationalism. By transnationalism, it is meant to possess the norms and values of both your own and target language and culture and hence develop a more complete self (Seppälä, 2011).

The key theoretical term for this study is cultural identity. The subject of identity – and

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