Self-Other Relations in the English Language Writing of Nigerian School Students

Mohammed Bello

Abstract


This paper discusses the ways in which Nigerian secondary school students portray their selves and other relations through the context of writing. Using a social cognitive theory by Bandura (1989) as the underpinning theoretical framework, we examine how the selves are reflected in the written texts.  We collect data from the writings of the selected students. The study draws attention to three themes: appreciation as an indicator of relating self to the other, salutation as an initiator to relate to the other, and caring as a way of appreciating the other. The study contributes in enriching self development in writing and awareness of how self attempts to relate to the other through various ways in writing. We recommend that future research seeks to examine fully how self and other relations are embedded in the ESL writing of other genres among Nigerian undergraduate or postgraduate students. 


Keywords


self and other relations, second language writing, secondary school, students, Nigeria.

Full Text:

PDF

References


Adou, K. (2016). Storying the self in Nigerian gender discourse: A critical evaluation of Chimamanda Ngozi Adichie’s We Should All Be Feminists (2014). International Journal of Humanities and Social Sciences Invention, 5(9), 88-95.

Alpaslan, M. M. (2016). The relationship between personal epistemology and self-regulation among Turkish elementary school students. The Journal of Educational Research, 1(2), 1-10.

Andreouli, E. (2010). Identity, positioning and self-other relation. Papers on Social Representations, 19, 1-13.

Bandura, A. (1989). “ Perceived self- efficacy in the exercise of control over aids infection”. In Primary prevention of aids: Psychological approaches, edited by Vickie, M; Mays and George Albee, (128- 141). Newbury Park, CA: Sage Publication.

Blumer, H. (1937). “Social psychology” In man and society: A substantive introduction to the social sciences, (144-198). New York: Prentice-Hall.

Bong, M. (2001). Between- and within- domain relations of academic motivation among middle and high school students: Self-efficacy, task-value, and achievement goals. Journal of Educational Psychology, 93(1), 23-34.

Coplan, A. (2004). Emphatic engagement with narrative fictions. The Journal of Aesthetics and Art Criticisim,62(2),141-152.

Creswell, J. W. (2014). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Boston: Pearson education limited.

Danladi, S. S. (2013). Language policy: Nigeria and the role of English language in the 21st century: European Scientific Journal, 9(17), 1857-7881.

Eoffi, S. (1952). Literacy reading and the foreign language requirement. The Modern Language Journal,36(2),96-98.

Ezenwosu, N.E. (2011). Dictation as a veritable tool for language proficiency on project educational reform in Nigeria. An International Multidisciplinary Journal. Accessed 8th January, 2018, available: http://dx.doi.org/10.4314/afrrev.v5i6.2

Gray, D. E. (2004). Doing research in the real world. London: Sage Publications Ltd.

Harun, M. (2007). Maley – Chinese interethnic communication in Malaysia: An analysis of sense making in everyday experiences. Unpublished PhD thesis, the Scripps College of Communication of Ohio University.

Huy, N. T. (2015). Problems affecting learning writing skill of grade 11 at Thong Linh High School. Asian Journal of Educational Research, 3(2),2311-6080.

Hyland, K. (2002b). Authority and invisibility. Journal of Pragmatics, 34(8), 1091-1112. http://doi.org/10.1016/S0378-2166 (02)00035-8.

Jacobs, L. (1975). Existential phenomenology and personal writing. College Composition and Communication, 26(3), 293-297.

Kraft, E. (2007). The revaluation of literacy character: The case of Crusoe. South Atlantics Review, 72(4), 37-58.

Kvale, S. (1996) Interviews : An introduction to qualitative research interviewing. Thousand Oaks, California: Sage Publications.

Majors, Y.J. (2004). I wastn’t scared of them. They were scared of me: Construction of self/other in a Midwestern hair salon. Anthropology and education quarterly, 35(2), 167-188.

Martin, J.N., & Nakayama, T. K. (2013). Intercultural communication in context (6th ed.). Avenue of the Americas, NY: Mcgraw Hill.

Morf, C.C., & Horvath, S. (2007). Connectionism as metaphor: Toward an integrated, unified conception of self-system and individual differences. Psychological Inquiry,18(2),108- 113.

Morgan, M. (1994). Discourse, subjectivity (and bodies). Unpublished manuscript, department of psychology, Massey University, Palmers ton north, New Zealand.

Morrish, E. (2002). The case of the indefinite pronoun: Discourse and the concealment of lesbian identity in class. In L. Litosseliti & Sunderland (Eds), Gender Identity and Discourse Analysis: Discourse Approaches to Policy, Society and Culture. Amsterdam/Philadelphia: John Benjamin Publishing Company.

Muhammad, A. S. I., Nair, S. M., & Singh, M. K. S. (2016). Identity Features in Nigerian Students’ Descriptive Writings. Journal of Applied Linguistics and Language Research, 3(2), 1-18.

Nwogu, K. N. (2008). Writing tasks: A course in essay, letter, summary and report writing. Yola: Paraclete publishers.

Polman, E. (2012). Effects of self-other decision making on regulatory focus and choice overload. Journal of Personality and Social Psychology, 102(5), 980-993.

Schalk, S. (2011). Self, other and other-self: going beyond the self/other binary in contemporary consciousness. Journal of Comparative Research in Anthropology and Sociology, 2(1), 197-210.

Schwinger, M., Lemmer, G., Wirthwein, L., & Steinmayr, R. (2014). Academic self- handicapping and achievement: A meta-analysis. Journal of Educational Psychology, 106(3), 744-761.

Simacheva, A., Krasnoryadtseva, O., Vaulina, T., & Shcheglova, E. (2017). Trust development in one’s self and in others of University students’ engagement in innovative activity. Social and Behavioral Sciences, 237(8), 1366-1370.

Walker, C. O. (2009). The relations between student motivational beliefs and cognitive engagement in high school. The Journal of Educational Research, 102(6), 1-11.

Wilson, H.E., Gresham, M., Williams, M., Whitley, C., & Partin, J. (2013). Female-only classes in a rural context: Self-concept, achievement, and discourse. Journal of Research in Rural Education, 28(9). Retrieved from http://jrre.pus.edu/articles/28-9.pdf.

Wong, M. M. (2008). Perceptions of parental involvement and autonomy support: Their relations with self-regulations academic performance, substance use and resilience among adolescents. North American Journal of Psychology, 10(3), 497-518.


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.