Narrative Analysis of Language Learning Trajectories: Understanding Emotional Dimensions and Transformative Experiences in Adult Second Language Acquisition

Abstract

The present study is a narrative inquiry of emotional experiences and emotional trajectories in 12 adult second language (L2) learners' L2 learning trajectories. The study employed semi-structured interviews and written narratives to identify four emotional phases: initial enthusiasm, plateau frustration, breakthrough confidence, and sustained engagement. The transformative experiences were triggered by five types of critical incidents: communication success, relationships and mentorship, public performance, cultural immersion, and identity recognition. Four identity transformation patterns were identified: Determined Achiever, Reluctant Converter, Heritage Seeker, and Social Connector. The results show that emotions are not only not peripheral to the process of language learning but also that they are central organizing principles that influence persistence, resilience and reconstruction of identity. The narrative inquiry method was found to be methodologically beneficial in accessing emotional and identity aspects not measurable by quantitative methods. Results validate humanistic, affective learning approaches to language learning, which view students as whole persons who are experiencing existential change in the process of learning the language.