Reconstruction of Azerbaijani EFL Learners’ Identity in Light of SLA Experience

Abstract

Identity reconstruction is a complex process through which people develop their sense of themselves and their environment. There are many factors that influence this process and influence its development; including language learning. The effects of combining language learning and identity "reconstruction" are evident in most learning environments. Recently, second foreign language acquisition and reconstruction of identity is one of the most frequently addressed topics in linguistics. The qualitative research conducted aimed to investigate how Azerbaijani language learners of English perceive the relationship between English language acquisition and the reconstruction of their identities. Data was gathered through focus-group interviews involving thirty students of Khazar University. The participants were 3rd and 4th year students studying English language teaching and translation. Participants discussed various aspects of identity, including personal and social traits, ethnic backgrounds, locations, religious beliefs, national customs, and moral values. Most learners acknowledged that learning English significantly influenced their selfperception, with the majority viewing this impact as positive and advantageous for their language learning journey. Many participants expressed a strong desire to assimilate and identify with English language and culture. However, some learners resisted linking language acquisition to identity reconstruction, citing a utilitarian rather than integrative approach to learning English. The study underscores the importance of motivation, English as a global language, and discursive practices in shaping and reshaping identity during second language (L2) acquisition. The results of this study made important and useful contributions to the topic of reconstruction of identity in light of SLA experience in the context of Azerbaijan. The results indicate how learning a second foreign language reconstructs identity. It shows whether the formation is positively or negatively perceived by the learners, which learners are most affected by the changes and the attitude of their friends and families towards these changes. The study offers useful recommendations for language teachers to take into account while teaching.