•  
  •  
 

Abstract

Drawing on conceptual metaphor theory, I investigated the school transition experience of an English as a foreign language (EFL) learner. In this narrative case study, the participant’s emotion labor was followed throughout his first semester at a high school in Turkey. Exploring narrative journals, conceptual metaphors, and interviews, I examined his dynamic emotional states. The findings revealed that school transition may entail inhibiting emotion labor for high school freshman EFL learners. Moreover, it was also shown that these emotions may force adolescent learners to reconceptualize foreign language learning with a negative perspective and develop surviving learner’s strategies that may support them in terms of getting satisfactory grades in a summative assessment culture but may jeopardize language learning in the long run.

Keywords

conceptual metaphor, EFL learning, emotion labor, school transition

Author Bio(s)

Özgehan Uştuk (Ph.D.) works as a research assistant at the Faculty of Education at Balikesir University, Turkey. He is also a member of the Research Professional Council at TESOL International Association. His research interests include EFL learner and teacher emotions, language identity, language teacher education, and professional development. Please direct correspondence to oustuk@balikesir.edu.tr.

Publication Date

2-11-2021

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

DOI

10.46743/2160-3715/2021.4550

ORCID ID

https://orcid.org/0000-0002-7486-1386

Share

 
COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.