Foreign language learning and identity reconstruction: understanding of interaction of the self
This study focuses on the processes & relationships between foreign language learner's identity and interaction foreign language proficiency associated with learning English in private language institutes in Iranian context, especially, participants' beliefs about languages & participants' views about the language question are analyzed. This analysis integrates the speaker's practices and beliefs to issues of identity construction and negotiation that are observable in two contexts. Some English as a foreign language learners from 3 language institute in Tehran were picked to participate in the study, based on stratified sampling. The instrument were a 30-item likert-scale questionnaire on motivation types & social responsibility, individual development, information medium, ... 24 likert-scale questionnaire on self-identity changes, such as, self-confidence change, subtractive change, productive change, results reveal that how language practices in human interaction display and construct identity and correlation analysis indicated that motivation types of self-identity changes and signal participant's negotiations of their own identities of these or others. Instrumental orientations related with learner's self-confidence change.
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