英語專業(yè)學(xué)生的英語學(xué)習(xí)與自我認(rèn)同建構(gòu)-開題報告和任務(wù)書(編輯修改稿)
2025-02-14 23:56 本頁面
【文章內(nèi)容簡介】 程度上受制于學(xué)習(xí)者對個人力量的認(rèn)識和評價。第三，外語專業(yè)學(xué)生的自我認(rèn)同的特點是多元、矛盾和變化。在多元性中，學(xué)生還表現(xiàn)出英語學(xué)習(xí)和自我認(rèn)同的一致性、統(tǒng)一性?！岸嘣械慕y(tǒng)一”的自我認(rèn)同觀可能有更強(qiáng)的解釋力，而且也能彌合經(jīng)典的與后結(jié)構(gòu)的自我認(rèn)同理論之間的鴻溝。那么在英語專業(yè)教學(xué)過程中，教師可以充分關(guān)注學(xué)生的英語學(xué)習(xí)與自我認(rèn)同建構(gòu)之間的關(guān)系，更好的指導(dǎo)學(xué)生在英語專業(yè)學(xué)習(xí)過程中的進(jìn)行自我認(rèn)同建構(gòu)與英語學(xué)習(xí)。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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