中国二语学习者在跨洋互动写作反馈交流活动中的身份构建
发布时间：2018-09-03 21:02
【摘要】：在二语学习研究中,二语学习者的身份成为越来越热门的话题。许多研究主要以二语学习环境或者目标语环境为背景,关注二语学习者的身份构建,并且有着扎实的理论基础和实证研究支持。但是基于互联网平台,中国英语学习者与英语本族语者通过英文写作评价进行互动交流,在这一过程中中国英语学习者的身份构建及英语学习还没有足够的研究。为了更全面的揭示中国英语学习者在二语学习过程中的身份,本研究旨在探索在跨洋互动活动中,中方学生在与美方学生写作评价交流互动过程中的身份构建,并以此提出了三个研究问题:(1)在参加跨洋互动活动中,二语学习者的身份有哪些?(2)在参加跨洋互动活动中,二语学习者的身份构建在哪些方面体现出来的?(3)在参加跨洋互动活动中,二语学习者是如何构建自己的身份的?为回答这三个研究问题,本研究基于4位研究对象在跨洋互动中与美国学生交流互动的数据,采用话语理论以探索二语学习者在英语学习过程中的身份构建。本研究表明,在互动交流过程中,中国二语学习者的身份是多重的、变化的。并且通过在语篇中呈现的差异,他们的身份在语言层面表现为二语学习者,在写作层面表现为作者,在文化层面表现为中国人。本研究对中国二语学习者的英文写作有所启示。从二语学习者方面来说,首先,在同美国本族语者互动过程中,中国学生要自信,批判地评价美国学生所给出的反馈。其次,中国学生应该改变在写作批改过程中的关注点,要更多强调写作的内容和结构。第三,中国学生应该注意写作的交际功能,在写作中具有读者意识。
[Abstract]:In the study of second language learning, the identity of second language learners has become a hot topic. Many studies mainly focus on the identity construction of L2 learners in the context of L2 learning environment or target language environment and have solid theoretical basis and empirical research support. However, based on the Internet platform, Chinese EFL learners interact with native English speakers through the evaluation of English writing. In this process, there is not enough research on the identity construction and English learning of Chinese EFL learners. In order to fully reveal the identity of Chinese EFL learners in the process of second language learning, this study aims to explore the identity construction of Chinese students in the process of writing, evaluating and interacting with American students in the process of transoceanic interaction. Three research questions are put forward: (1) what is the identity of L2 learners in participating in transoceanic activities? (2) in participating in transoceanic interaction activities, what is the identity of L2 learners? What are the aspects of L2 learners' identity construction? (3) how do L2 learners construct their identity in the process of participating in transoceanic interaction? In order to answer these three questions, the present study uses discourse theory to explore the identity construction of L2 learners in the process of English learning, based on the data of the interaction between the four subjects and American students. The present study shows that the identity of Chinese second language learners is multiple and varied in the process of interactive communication. Through the differences in discourse, their identities are manifested as second language learners, writers at writing level and Chinese people at cultural level. The present study has some implications for Chinese second language learners' English writing. From the perspective of L2 learners, first of all, in the process of interaction with native speakers, Chinese students should be confident and critically evaluate the feedback given by American students. Secondly, Chinese students should change their focus in the process of writing correction and emphasize more on the content and structure of writing. Third, Chinese students should pay attention to the communicative function of writing and have reader consciousness in writing.
【学位授予单位】：广东外语外贸大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
本文编号：2221156
[Abstract]:In the study of second language learning, the identity of second language learners has become a hot topic. Many studies mainly focus on the identity construction of L2 learners in the context of L2 learning environment or target language environment and have solid theoretical basis and empirical research support. However, based on the Internet platform, Chinese EFL learners interact with native English speakers through the evaluation of English writing. In this process, there is not enough research on the identity construction and English learning of Chinese EFL learners. In order to fully reveal the identity of Chinese EFL learners in the process of second language learning, this study aims to explore the identity construction of Chinese students in the process of writing, evaluating and interacting with American students in the process of transoceanic interaction. Three research questions are put forward: (1) what is the identity of L2 learners in participating in transoceanic activities? (2) in participating in transoceanic interaction activities, what is the identity of L2 learners? What are the aspects of L2 learners' identity construction? (3) how do L2 learners construct their identity in the process of participating in transoceanic interaction? In order to answer these three questions, the present study uses discourse theory to explore the identity construction of L2 learners in the process of English learning, based on the data of the interaction between the four subjects and American students. The present study shows that the identity of Chinese second language learners is multiple and varied in the process of interactive communication. Through the differences in discourse, their identities are manifested as second language learners, writers at writing level and Chinese people at cultural level. The present study has some implications for Chinese second language learners' English writing. From the perspective of L2 learners, first of all, in the process of interaction with native speakers, Chinese students should be confident and critically evaluate the feedback given by American students. Secondly, Chinese students should change their focus in the process of writing correction and emphasize more on the content and structure of writing. Third, Chinese students should pay attention to the communicative function of writing and have reader consciousness in writing.
【学位授予单位】：广东外语外贸大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
【参考文献】
相关期刊论文 前1条
1 杨鲁新;;教师书面反馈对大学生英语写作学习影响的个案研究[J];山东外语教学;2013年05期
，本文编号：2221156
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