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.
出处
《外语研究》
CSSCI
北大核心
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
关键词
英语学习
自我认同
跟踪
高年级大学生
English learning
self-identity
longitudinal study
junior and senior undergraduates
