英语学习与学习者的认同发展--五所高校高年级阶段跟踪研究  

English Learning and Learners' Identity Development in Junior and Senior College Years: Evidence from a Longitudinal Study in Five Universities

作　　者：大学生英语学习社会心理:高年级阶段跟踪研究课题组 高一虹[1] 周燕[2] 战凤梅[3] 

机构地区：[1]北京大学外国语学院外国语言学及应用语言学研究所,北京100871 [2]北京外国语大学中国外语教育研究中心,北京100089 [3]北方工业大学文法学院,北京100144

出　　处：《外语研究》2011年第2期56-62,共7页Foreign Languages Research

基　　金：国家社会科学基金项目“大学生英语学习社会心理:高年级阶段跟踪研究”(批准号09BYY071)的部分成果

摘　　要：本研究借鉴社会建构主义的理论视角,结合量的和质的研究方法,在一、二年级跟踪的基础上,对三、四年级阶段大学生的英语学习与自我认同变化进行了跟踪。研究对象为北京五所高校的970余名英语专业和非英语专业本科生。结果显示学生的自我认同与基础阶段保持较高延续性,"自信"仍是受英语学习影响最大的认同侧面。同时,"削减性"、"分裂性"、"生产性"和"附加性"文化认同变化显著上升,其中"削减性"的幅度最大。英语学习者的认同发展在高年级体现出更明显的复杂性、矛盾性和个体多样性。From a social constructivist perspective and with mixed methods,this paper reports the last two years' results of a four-year longitudinal study on English learning and self-identity changes.Participants were over 970 junior and senior undergraduates of five universities in Beijing.The results reveal that identity development tendencies were largely consistent with those of previous years.Self-confidence being the most prominent category of change,subtractive,split,additive and productive cultural identity changes increased significantly,the highest being subtractive change.There was increased complexity and individual diversity of English learners' identity development.

关 键 词：英语学习 自我认同 跟踪 高年级大学生 

分 类 号：H319[语言文字—英语]