留学生二语学习自传性文本中的自我认同构建与发展

发布时间：2018-04-26 06:20

本文选题：自我认同 + 语言学习　；参考：《重庆大学》2012年硕士论文

【摘要】：语言学习者和外部社会的关系受到了第二语言习得的研究者们的关注，尤其是学习者在不同的社会、历史、文化背景下如何与外部环境进行协商并进行自我认同的构建。本研究借鉴社会构建主义的理论视角，认为自我认同是多样的、动态的，随着时间地点的变化而发生种种变化，并且与语言相互构建(Pavlenko,2001)。研究以留学生所处的二语情景为背景，采用叙事分析方法为语篇分析框架，分析了留学生二语学习自传性文本，试图发现两位留学生二语学习中的身份构建与发展变化过程。通过选取不同出国年龄的学习者，还考察了低龄留学生特殊的自我认同的构建与发展过程。本研究表明，语言不仅是交流的工具，在二语的环境下学习新的语言时，原有的自我认同或身份可能会因为自觉或不自觉的接受这种语言和当地文化所语涵的思维方式和文化价值观而发生某种变化。这种变化对学习者来说可以是激励也可能威胁。其次，不同出国年龄的留学生由于其不同的期待，认知能力，性格都会导致不同的自我认同。这些构建发展的过程是由于特定的个人或情景原因所导致的。个人原因如期待，自尊，自我控制，对经历的开放度及认知能力，，情景原因如文化，家庭交流，同辈，学校工作环境，探究新身份的机会及回国都对学习者自我认同的构建与发展上起到了重要作用。本论文最后对进一步的研究提出了建议，还对本研究的意义和局限进行了讨论。
[Abstract]:The relationship between language learners and the external society has been concerned by the researchers of second language acquisition, especially how the learners negotiate with the external environment and construct their self-identity in different social, historical and cultural backgrounds. From the perspective of social constructivism, this study holds that self-identity is diverse and dynamic, and changes with the change of time and place. Based on the situation of the foreign students in the second language, the paper analyzes the autobiographical texts of the foreign students' second language learning by using narrative analysis as the framework of discourse analysis, and tries to find out the process of identity construction and development in the second language learning of the two foreign students. By selecting learners of different ages abroad, the paper also examines the process of constructing and developing the special self-identity of young international students. This study shows that language is not only a tool for communication, but also a tool for learning new languages in a second language environment. The original self-identity or identity may change by consciously or unconsciously accepting the way of thinking and cultural values contained in the language and the local culture. This change can be either motivational or threatening to learners. Secondly, foreign students of different ages will lead to different self-identity due to their different expectations, cognitive ability and personality. These build-up processes are caused by specific personal or situational reasons. Personal reasons such as expectation, self-esteem, self-control, openness to experience and cognitive ability, situational factors such as culture, family communication, peer, school work environment, Exploring the opportunity of new identity and returning to China have played an important role in the construction and development of learners' self-identity. At the end of this paper, some suggestions are put forward for further research, and the significance and limitation of this study are also discussed.
【学位授予单位】：重庆大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【参考文献】