Date of Award

1-1-2013

Thesis Type

masters

Document Type

Thesis

Divisions

language

Department

Faculty of Languages and Linguistics

Institution

University of Malaya

Abstract

Identity construction occurs either in the personal or social levels. Such construction of identity manifests in various ways most particularly through the narratives. Therefore this study seeks to examine the identity construction of Libyan ELF learners through their personal narratives. More specifically, this study focuses on identity construction through the use of mood and modality. Thirty personal narratives from thirty Libyan EFL learners are examined and analyzed. The study uses the qualitative research paradigm in collecting and analyzing the data. Positioning theory is used as the theoretical framework (Bamberg 1997, 2003, 2004, 2010 and 2011). The researcher also adopted the theories introduced by Halliday in Halliday & Hasan (1989) and Halliday & Matthiessen (2004). The findings of the study reveal that academic identity, personal identity, ethnic identity, social identity, national identity are the identities that Libyan EFL learners construct. Furthermore, the imperative, declarative, and interrogative modals are the moods in which identity construction is revealed. It is also evident that modalities enhance the identity constructed by the Libyan EFL learners. It can be generalized that construction of identity through narrative discourses is guided by social ideology and linguistic choices.

Note

Dissertation (M.Ling.) -- Faculty of Languages and Linguistics, University of Malaya, 2013

Download

Share

COinS