从冲突到协调:中国英语学习者双语文化认同的动态建构

From Conflict to Harmony: L2 English Learners' Dynamic Construction of Bilingual Identity

本文采取定量与定性相结合的研究方法,考察了中国英语学习者双语文化认同的特点和发展过程,探讨了其教学启示意义。研究结果显示:英语学习者双语文化认同的整体趋势是学习者在母语文化认同得以保持的基础上增加了对目的语文化的理解,对目的语文化的了解又促进了母语文化的认知,整体上文化理解能力增强,文化认同趋向综合和多元。英语学习者在双语文化认同的发展中先是体验到文化差异与冲突,籍以不断增强的反思性和批判性意识,逐步整合对母语和目的语文化的理解,进而发展出独立、包容、理性的文化个性。

By adopting both quantitative and qualitative methods, this paper examines the characteristics of EFL learners＇ cul- tural identity changes and provides the implications for FL teaching in China. It is found that： firstly, EFL learners gradually de- velop a second cultural identity while remaining their native identity. Based on mutual promotion between English cultural iden- tity and the native, the learners＇ comprehension of culture tends to be more comprehensive and diverse;secondly, the study also indicates the conflicts and integration of bilingual identity experienced by EFL learners during the process.