涉外文科院校非英语专业学生基础阶段英语学习自我认同研究

Developing English Learning Self-identity in Non-English Majors in the First Two College Years

本研究运用定量和定性相结合的方法,以一所涉外文科院校2005级非英语专业学生为问卷调查对象,其中10名学生为访谈对象,分析了学生英语学习自我认同历经两年的发展变化。研究结果表明:学生的自信心在入学后出现下滑趋势,而后渐渐有所回升。学生的削减性认同随着学习的深入逐渐深化,生产性认同开始零星闪现。在英语学习的困惑中,学生找寻着自信、开放、整合的自我。

This paper presents a two-year longitudinal study on the changes in students＇ English learning serf-identity. A questionnaire survey was conducted on the non-English majors of the 2005 class in an arts university that stresses the importance of English teaching and learning. Ten of the subjects were also interviewed. The results reveal that the students＇ self-confidence declined at the beginning hut then gained gradually. As they proceeded with their studies, their subtractive identity grew and developed, and their productive identity began to emerge. Ambivalent in their English studies, the students kept seeking a confident, open and integrated serf.