Abstract
This paper introduces Goffman’ theory of ‘face’ as a theory of identity, arguing that individual speakers retain agency for the kind of self-image they want to construct in terms of their qualities and social roles. Drawing on data elicited through elicitation tasks (argumentative conversations) by learners of German at three levels of proficiency, as well as retrospective interviews with these learners, the paper shows that linguistic limitations and limitations in processing control mean that learners at lower levels or proficiency are more likely to use their limited resources in the service of constructing a ‘good L2 speaker’ identity rather than an identity associated with the argumentative task. The paper thus argues that labelling learners’ performance as deficient is not helpful. Rather, their attention is simply diverted to aspects of ‘face’ that are salient and important to them.