“Even I Can Do It”:Chinese Ethnolinguistic Minority Learners’Investment in Creative Writing and Its Impact  

“我竟能行”——中国少数民族学生创意写作投入及影响研究

作　　者：Shizhou YANG Barry Lee REYNOLDS 杨仕洲;雷贝利(西北大学国际学院英文交流系,泰国;澳门大学教育学院,中国澳门)

机构地区：[1]Payap University,Chiang Mai,Thailand [2]Faculty of Education&Centre for Cognitive and Brain Sciences,University of Macao

出　　处：《Chinese Journal of Applied Linguistics》2022年第3期340-359,484,共21页中国应用语言学（英文）

摘　　要：Although much is known about the benefits of providing creative writing courses to English learners, little research is available on Chinese ethnolinguistic minority learners’ creative writing in formal education. In response, this ethnographic study explored three ethnolinguistic minority learners’ engagement with a three-month elective English creative writing course at a Chinese university. Data(drafts, interviews, and reflection) were analyzed to reveal the three learners’ investment in creative writing and its impact. It was found that creative writing helped the learners to develop more confident writer identities, that they became more proficient in writing, and that their language proficiency also grew. The study suggests creative writing can serve as identity texts,which reflect back on their emergent creative writer identity, and can be a beneficial pedagogical option for ethnolinguistic minority learners.众多研究发现针对英语学习者的创意写作课程有诸多裨益,然而,与中国境内少数民族学生英语学习者创意写作相关的研究则凤毛麟角。为此,本民族志研究基于写作文本、访谈和反思等数据,考察了三名少数民族学生在为期三个月的英语创意写作选修课中的经历、投入及其影响。研究发现,通过创意写作,这三名少数民族学生培养了更自信的作者身份,增强了英文写作的能力,也提升了综合语言能力。本研究表明,创意写作可以发挥身份文本的作用,突显少数民族学生正在形成的创意作者身份,因此,可以作为一个有益于少数民族学生的教学选项。

关 键 词：ethnolinguistic minority learners investment creative writing writer identity identity texts 

分 类 号：H319.3[语言文字—英语]