基于学科背景的商务英语教师身份认同研究  

A Study of Business English Teachers’ Identities Based on Educational Backgrounds

作　　者：卢立程[1] 李成团 LU Licheng;LI Chengtuan(Faculty of English Language and Culture,Guangdong University of Foreign Studies,Guangzhou 510420,China)

机构地区：[1]广东外语外贸大学英语语言文化学院

出　　处：《山东外语教学》2020年第1期66-74,共9页Shandong Foreign Language Teaching

基　　金：广东省普通高校创新团队项目“语用文化和身份构建研究”(项目编号:2018WCXTD002);广东外语外贸大学青年项目“复合型英语专业师生的身份认同研究”(项目编号:17QN33)的阶段性成果

摘　　要：研究通过访谈和课堂观察探讨学科背景如何构建商务英语教师的身份认同及身份认同对课堂教学的影响。结果显示,不同学科背景的商务英语教师在职业价值观、英语教学信念和教学改革态度上存在共性,在职业归属感、英语语言能力、工作投入、职业行为倾向和组织支持感上呈现不同特点。另外,商务英语教师的身份认同影响着课堂教学,体现为教师在教学语言、课程类型、教学方法、教学活动和课程管理等方面所做的决策。Through interviews and classroom observations,the impact of educational backgrounds on business English teachers’identities and that of their identities on classroom teaching are both studied.It is revealed that business English teachers of different educational backgrounds have commonalities in terms of occupational value,English-oriented teaching belief,and attitude on teaching reform but differences in terms of occupational sense of belonging,English proficiency,job involvement,occupational behavior and sense of organizational support.It is also found that business English teachers’identities exert a strong impact on their classroom teaching,which is reflected in their decisions on working language,course selection,teaching method,classroom activity and classroom management.

关 键 词：身份认同 学科背景 商务英语教师 因子分析 

分 类 号：H319[语言文字—英语]