英汉写作实践共同体中的多重认同建构  

The Construction of Multi-identity in L2 Writing Community

作　　者：吕国燕 

机构地区：[1]北京大学外国语学院,北京100871 [2]北京信息科技大学外国语学院,北京100192

出　　处：《民族高等教育研究》2015年第4期80-83,共4页Research on Higher Education of Nationalities

基　　金：2015年度北京市教委科研计划项目(SM20151123200);北京信息科技大学教改项目(5028023804)

摘　　要：温格(Etienne Wenger)与莱夫(Jean Lave)于1991年出版的《情境学习:合法边缘性参与》以及温格1998年出版的《实践共同体:学习、意义及认同》发展了情境学习与实践共同体的理论。国内学者在此方面的研究屡见不鲜,主要集中于课程设计和教师管理等方面,但对于实践共同体的具体构建,以及参与者的角色认同和认同整合方面的问题涉及较少。本文基于社会学的相关理论及实践共同体的本质和认同的研究,深入分析"学习型"而非"教学型"的大学英语写作实践共同体的构建,以及教师的多重角色认同和整合。It has been more than a decade since the publishment of Etienne Wenger and Jean Lave's Situated Learning:Legitimate Peripheral Participation(1991),and Etienne Wenger's Communities of Practice:learning,meaning and identity(1998),which deepened the theoretical studies concerning situated learning and community of practice.Based on their findings,Chinese researchers have much theoretical advancement,especially in course design and faculty management.However,less attention has been paid to issues about the actual construction of communities of practice and participants' identities and identity integration.The current study,drawing on relevant theories in Sociology,findings in communities of practice and studies on Identity,analyzes the construction of learning-oriented rather than teaching-oriented type of L2 writing community of practice,and unveil the construction mechanism of the instructor's muti-identity and its integration.

关 键 词：情境学习 实践共同体 英语写作 认同整合 

分 类 号：H319.3[语言文字—英语]