摘要：Along with the changes in the realm of language teaching and learning in 1960s from the previous structuralist teacher-centered methodologies and the subsequent emergence of social-constructivist approaches, learners came to be considered as the key in the field. As a result, learner-centered approaches were developed and special attention was given to sociological and anthropological dimensions of second language learning. Due to these shifts of focus, such concepts as learner identity came to attract the attention of language teachers and scholars. Gee (2001) defines identity as “a certain „kind of person‟ or even as several different „kinds‟ at once ... at a given time and place” (p. 99). Thus, second language scholars tried to investigate the possible relationship between the language learner and the larger social world. In the same line, the present article attempts to represent a description of the main variables in relation to learner identity aimed at shedding light on comprehending the theoretical points significant in the field. Then, the article goes on to discuss the role of identity and its possible influences in the field of second language teaching and learning. Finally, the implications and applications in the field are discussed.
关键词：language teaching/learning; identity types; learner identity; community of practice
