再论实践社群理论框架下外语学习自主能力与身份之间的关系  

Revisiting the relationship between learner autonomy and identity under the framework of Community of Practice

作　　者：秦丽莉[1] 戴炜栋[2] 赵永青[1] 

机构地区：[1]大连外国语大学 [2]上海外国语大学

出　　处：《现代外语》2018年第1期66-77,146,共12页Modern Foreign Languages

基　　金：2016年度国家社会科学基金项目"信息技术背景下中国外语学习环境‘生态给养’转化有效性研究"(16BYY093);辽宁省教育厅科学研究一般项目"二语习得社会文化理论与生态语言学的界面研究与应用"(W2015097)的阶段性成果

摘　　要：本文基于实践社群理论与复杂理论,采用叙事访谈法,以身份为分析单位,调查了三位大学英语学生的英语学习经历,借以描述学生的自主学习能力情况。研究发现身份构建与自主学习能力之间的关系是辩证的、动态的、复杂的,而非现有研究支持的彼此单向影响的、对立的二分化观点。本研究的目的并非测试自主学习能力的量化水平,而是详细描述该能力的表征,以期为相关研究提供新的思路。Based on the theories of both Community of Practice and Complexity,the present study investigated three college studentsEnglish learning experiences.We adopted a narrative interview method and described the studentslearner autonomy using identity as the basic unit.It was found that the relationship between identity construction and learner autonomy is dialectical,dynamic and complex.This finding is inconsistent with the existing viewpoint that the relationship is unidirectional,opposing and dichotomic.The aim of this study was not to measure learner autonomy,but to describe its features in details,with a hope of providing a new way of thinking to the relevant research in the field.

关 键 词：自主学习能力 社会文化理论 实践社群理论 直接社群身份 想象社群身份 

分 类 号：H319[语言文字—英语]