对话学习者与认同变化--基于一所文科院校英语专业学生的实证调查  

Dialogic Learner and Identity Changes in the English Majors at a University for Liberal Arts

作　　者：边永卫[1] Yongwei BIAN(University of International Relations)

机构地区：[1]国际关系学院外语学院英语系

出　　处：《Chinese Journal of Applied Linguistics》2023年第1期31-47,150,共18页中国应用语言学（英文）

摘　　要：这是一项关于学习者认同(Norton,2013)发展的质性研究。研究基于“对话学习者”这一新构建的教学模式。研究对象来自一所文科院校2015年、2016年两个年级的大一新生。材料采集包括学习反思、访谈和问卷调查等。研究结果发现两条学习者认同变化的轨迹。第一条轨迹在两组同学中皆有显现——从单维学习者成长为多维学习者;第二条仅出现于第二组同学——从被动的学习者变成准备更充分的主动学习者。这条轨迹也可以视作符号使用能力发展的早期阶段(Kramsch,2009),可能会进一步鼓励学生探索多维思维,使得实现终身自我教育成为一种可能(Gao,2001)。This is qualitative research on the development of learner identity(Norton, 2013) via “dialogic learner”—a newly-constructed teaching model. Research subjects were two groups of English majors in 2015 and 2016, each respectively in their first year at a university for liberal arts. Data collection includes learning reflections, interviews and questionnaires. Research findings demonstrate two trajectories of identity changes: The first, found in the first and second groups,was from being one-dimensional learners to becoming multi-dimensional ones;the second,emerging among the second group, was from being passive learners to becoming more active and adequately-prepared ones. This trajectory might further encourage the students in their exploration of multidimensional thinking—the early stage in the evolution of the symbolic competence(Kramsch, 2009), with the possibility of life-long self-education(Gao, 2001).

关 键 词：对话学习者 认同变化 英语学习 

分 类 号：H319.3[语言文字—英语]