摘要
作为四年跟踪研究的一部分,本文以一所重点综合大学英语专业某年级学生为研究对象,继第一学年的跟踪(高一虹、修立梅、丁林棚,出版中)之后,描述了入学后第二个学年的英语学习动机与自我认同变化。研究方法同第一年,包括量的和质的两个部分。问卷统计结果发现,二年级末与一年级末相比,动机和认同变化基本保持稳定。以学习日记为主的质的材料显示,学习者个体在英语学习中的能动性增强,开始成为具有批判性思维的学习者;目的语文化开始一定程度地介入自我认同,语言和文化学习过程充满了矛盾斗争和爱恨交织的体验。文章尝试用社会建构主义的理论视角分析解释调查结果。
As part of a four-year longitudinal project, this study investigated the English learning motivation and self-identity changes of English-major undergraduates at a comprehensive university in China, focusing on the second year. Research methods included statistical comparison of results of a questionnaire repeatedly implemented, and analysis of learning journals. Quantitative findings indicated that motivation and self-identity changes at the end of Year 1 largely remained stable in Year 2. Qualitative data suggested that learner agency increased, and the identity of critical learners emerged. English-speaking cultures began to be internalized, the process of which involved identity conflicts and ambivalent feelings. Such results were discussed from a social constructivist perspective.
出处
《中国外语》
CSSCI
2008年第2期40-45,共6页
Foreign Languages in China
基金
国家社科基金资助
“大学生英语学习社会心理:基础阶段跟踪研究”项目的部分成果,项目批准号为05BYY007
关键词
英语学习动机
自我认同
学习日记
English learning motivation
self-identity
learning journals
