英語專業(yè)學生的英語學習與自我認同建構-開題報告和任務書(編輯修改稿)
2025-02-14 23:56 本頁面
【文章內容簡介】 程度上受制于學習者對個人力量的認識和評價。第三，外語專業(yè)學生的自我認同的特點是多元、矛盾和變化。在多元性中，學生還表現出英語學習和自我認同的一致性、統(tǒng)一性。“多元中的統(tǒng)一”的自我認同觀可能有更強的解釋力，而且也能彌合經典的與后結構的自我認同理論之間的鴻溝。那么在英語專業(yè)教學過程中，教師可以充分關注學生的英語學習與自我認同建構之間的關系，更好的指導學生在英語專業(yè)學習過程中的進行自我認同建構與英語學習。The purpose of this study is to investigate the relationship between English majors’ English learning and their selfidentity construction among English majors in Chinese colleges.Questionnaires and an interview schedule are conducted in English major’ classes of four grades and three kinds of selfidentity construction of English majors are discovered: selfimage creator, mental home seeker and mind creator. Although the subjects are in the same college and located in the similar macro and microcontexts, their identities are differently constructed. While mental home seekers wholeheartedly own the identity of a literary scholar, selfimage creators disown it and mind creators accept it with a pinch of salt. Regarding cultural positions, image creators prefer the English way of spesking and thinking。 mental home seekers give the priority to Chinese.Despite individual variations, however, some generalizations can be made. First, in the Chinese context, English majors’ English learning can go beyond the leve
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