中国俄语专业大学生自我认同研究

发布时间：2018-07-02 11:43

本文选题：自我认同 + 俄语学习　；参考：《北京外国语大学》2017年硕士论文

【摘要】：自我认同(Self-identity)是人们对自己"究竟是谁"的认识,其中包括个人能力、交际方式、价值观念和群体归属感等方面。外语学习者自我认同的变化和发展是二语习得社会心理研究领域的重要课题。基于国内外心理学家、社会学家和语言学家的研究和阐释,我们认为,外语学习者的自我认同表现为学习者学习外语后产生的一系列"非语言学习结果",包括学习者的自信心、个人能力、交际方式、文化价值观等等。而且,自我认同是一个动态发展的过程,不是一成不变的,它因学习者的内在因素变化或外部环境迁移而变化,并作用于学习者语言学习和综合人格的形成和发展。相比欧美和国内英语界,俄罗斯语言学界和国内俄语学界涉及外语学习者自我认同发展的研究非常有限,因此该领域研究有许多空白亟待弥补。本文将研究中国俄语专业大学生自我认同的变化。我们采用定量研究(调查问卷和数据分析)和定性(访谈和学习日志)研究相结合的方法,探索学习者自我认同变化的特点及其原因。其中,定量研究是本研究采取的主要手段,我们通过调查问卷和数据分析,发现中国俄语专业大学生在"自信心正向变化"、"自信心负向变化"、"附加性变化"、"削减性变化"、"生产性变化"、"分裂性变化"、"零变化"等7方面产生了变化。同时,我们分析受试者的个性因素(性别、年级、始学年龄、出国经历、学校)对其自我认同的影响,分析学习者学习动机与自我认同关系的密切程度。定性研究包括学习日志的分析和师生一对一面谈,帮助我们分析数据结果的原因所在。经过对国内六所高校俄语专业645名本科生的调查,我们发现,学习俄语后,学习者的自我认同有明显变化。变化最明显的是自信心,其次是生产性认同和附加性认同。发展最不明显的是自信心负向变化。众多影响因素中,学习者的年级、始学年龄、出国经历和努力程度(动机强度)都会影响俄语学习者自我认同的变化。其中,年级差异导致学习者自信心出现显著差异:自信心正向变化呈现出大一较高、大二急剧回落、大三略微上升、大四显著提高的趋势;始学年龄差异导致学习者在自信心和分裂性认同方面产生显著差异:本科开始学习俄语者自信心波动较大,初中开始学习俄语者自信心变化较稳定,而高中开始学习者最容易产生分裂性认同;出国经历差异导致学习者在自信、附加、削减、生产性认同方面均有显著差异:有出国经历的学习者在各个自我认同方面都比未出过国的学习者变化明显;动机强度(努力程度)差异导致学习者在自信心、附加性变化、生产性变化方面差异明显:动机强度高者自信心正向变化明显,正向文化维度认同变化也明显，反之负向自信心变化和负向认同变化强烈。另外,我们还发现,学习者的学习动机也与其自我认同变化显著相关,尤其是学习者的内在兴趣动机与各项认同变化的关系最为紧密:内在兴趣动机越大,学习者的自信心水平越高,其他正向、获得性自我认同(附加、生产)发展程度也越大,而负向、丧失性自我认同(削减、分裂)发展越小。研究俄语学习者的自我认同变化和发展有助于我们观察俄语专业大学生学习过程中个人能力、自信心、文化观念和身份定位的变化发展,弥补了俄语学界在俄语学习者社会心理研究方面的诸多空缺,推动该项研究从理论向实践、从单一向多元的发展。同时,本文研究揭示了这样一个结论:外语学习的结果不光是掌握目的语言,学习者在自我认知、交际方式和价值观念上产生的发展和变化也是外语学习的重要结果。我们的研究对探究俄语学习者的社会心理发展有重要意义,为全球化背景下中国大学俄语教育的文化定位和教学改革提供了新的参考视角和建设性意见。
[Abstract]:Self identification (Self-identity) is a person's understanding of who it is, including personal ability, communicative approach, values and sense of belonging. The change and development of self-identity of foreign language learners is an important subject in the field of social psychology in two language acquisition. The study and interpretation of the family, we believe that the self identity of a foreign language learner is a series of "non-verbal learning results" produced by the learners after learning a foreign language, including the self-confidence of the learners, the individual ability, the way of communication, the cultural values and so on. Moreover, self identification is a dynamic process of development, not the same, and it is studied because of its learning. The changes in the internal factors of the learners or the migration of the external environment affect the formation and development of the learners' language learning and the comprehensive personality. Compared to the European and American English and domestic English circles, the research on the self identification and development of foreign language learners in the Russian linguistic and domestic Russian circles is not very limited, so there are many gaps in this field. This article will study the changes in the self-identity of Chinese Russian Majors. We use quantitative research (questionnaire and data analysis) and qualitative (interview and learning log) methods to explore the characteristics and reasons of the change of self-identity of the learners. Through the questionnaire and data analysis, we found that Chinese Russian majors have changed in 7 aspects: "positive change of self-confidence", "negative self-confidence change", "additional change", "cut change", "productive change", "divisive change", "zero change", etc., and we also analyze the personality factors of the subjects (sex, grade, age, age, and age, The influence of the overseas experience, the school) on its self identity, and the analysis of the close degree of the learner's learning motivation and self identity. Qualitative research includes the analysis of the learning log and a pair of teachers and students to help us analyze the reasons for the results of the data. After a survey of 645 undergraduates in the six major Russian Majors in China, we found that After learning Russian, the self-identity of the learners has changed obviously. The most obvious change is self-confidence, followed by productive identity and additional identity. The least development is the negative change of self-confidence. Among the many factors, the learners' grade, the age of beginning, the experience of going abroad and the degree of effort (motivation intensity) will all affect the Russian learners. There are significant differences in self-identity. Among them, there are significant differences in self-confidence among the learners: the positive changes in self-confidence are higher, the sophomore drastic decline, the big three slightly rise, the tendency to increase significantly, and the difference in the beginning of learning leads to significant differences in self-confidence and separatist identity among the learners: the beginning of undergraduate study The self confidence of the Russian is fluctuating, and the students' confidence in learning Russian is more stable at the beginning of the junior middle school, while the learners in high school are most likely to have divisive identity, and the difference in going abroad leads to a significant difference in self-confidence, additional, cut, and productive identity. There is obvious change in the learners in the country, and the difference in motivation intensity (degree of effort) leads to the obvious differences in self-confidence, additional changes and productive changes in the learners: the positive changes in the self-confidence of those with high motivation intensity are obviously changing, and the changes in the identity of the cultural dimension are obvious, and vice versa, the change of self-confidence and negative identity is strong. In addition, we It is also found that the learning motivation of the learners is also closely related to the change of self identity, especially the inner interest motivation of the learners is most closely related to the change of identity: the greater the intrinsic interest motivation, the higher the learner's confidence level, the greater the other positive, and the greater the development degree of the acquired self identification (additional, production), and the negative, bereavement. The change and development of self identification of Russian learners will help us to observe the changes and developments of individual ability, self-confidence, cultural concept and identity in the process of Russian language learners' learning, which make up for many vacancies in Russian language learners' social psychology research in Russian language learners. At the same time, this study reveals that the result of foreign language learning is not only the mastery of the target language, but also the development and change of the learners in their self cognition, the way of communication and the concept of value are also the important results of foreign language learning. The social psychological development of Russian learners is of great significance. It provides a new reference and constructive advice for the cultural orientation and teaching reform of the Russian language education in the University of China under the background of globalization.
【学位授予单位】：北京外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H35

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