of one specific local context. Compared with sociolinguistic perspective on social identity, integrationists emphasize the integrational phenomenon that occurs when we converse with each other. Sociolinguists concentrate on how people utilize linguistic structures and items, cultural norms, and macro identities that they are normatively assigned in conversation. Based on utterances, sociolinguists attempt to capture speakers’ positionality and relationality in terms of identity, emergence of identity, and indexicality of the language that speakers used. It is problematic to integrationists that sociolinguists only focus upon what is said. In other words, sociolinguists take language as an independent structure that can be isolated from the ongoing conversation. Integrationists argue that utterances cannot be dissociated from the context where he utters statements. Utterances have to be integrated with the activities, linguistic and non-linguistic, at that moment. In conclusion, from an integrational view, “social identity” is rather a “meta-discursive label used by lay speakers to cope with their everyday first-order experience” than a term or object of scientific study that is static and communicationally predetermined. In other words, along with their refusal of language as a static code system to be decoded for meaning transmission, they specifically emphasize that identity is not amenable to scientific description, as “sign-making and sign-interpreting are ‘private’ and cannot be detached from an individual's integrational activities in the here-and-now”. The remaining question for integrationists is how to study ‘identity’ then. One suggestion integrationalists may be more up to is to treat what is displayed in the temporal situations as “beings” and “becomings” rather than fixed identities, and study it multimodally, which is to take different modalities and time scales into consideration, instead of merely relying on the pre-labelled linguistic features. The implications of first-order and second-order language on reading comprehension According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), literacy is defined as the ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. In other words, the ability to read and write does not only to fulfill one's own need but also to communicate with the community and society where one stays. With regard to it, this section first focuses on the distinction between spoken language (first-order language) and written language (second-order language) and how reading comprehension is achieved, and then aims at the impact of technology-enhanced interaction on reading comprehension. Traditionally, spoken language and written language are regarded