摘要
本文探讨了外语教育的自传写作和互动讲故事这两种叙事教育过程的潜力。在赫尔辛基大学语言中心的自主学习模块 (Autonomous Learning Modules—ALMS) 中,学生撰写各种自传体文本,作为他们的语言档案的一部分。这些文本在面对面辅导会上加以讨论。芬兰学生的学习者身份受影响于英语在芬兰的竞争力:掌握英语是必须的,而不掌握英语则意味着失败。这一点对那些自我认定为"不同"的学习者尤为真实,他们以前的语言学习经验和课堂环境引起他们的焦虑。在 ALMS,辅导员鼓励他们以讲故事的形式分享过去的学习经验,并以此为基础制定自己的个人学习计划。讲故事还能为学生创建安全的自我反思空间,从而帮助他们发掘、认识自己"受到伤害的"学习者身份。本文正是对讲故事这样的实践和研究进行了探讨。
This article explores the potential of the narrative educational processes of autobiographical writing and interactive storytelling for foreign language education. In our Autonomous Learning Modules （ALMS） at Helsinki University Language Centre, students write various autobiographical texts as part of their language portfolios. The texts are discussed in the face-to-face counseling meetings. Finnish students＇ learner identities are influenced by the competitive role of English in Finland： mastering English is a must, and not mastering English can single them out as failures. This is especially true of self-identified ＂different＂ learners whose previous language learning experiences and classroom situations have caused them anxiety. In ALMS, counselors engage them in sharing stories about past learning experiences as a way of supporting them in planning their personal study programs. Storytelling also helps them to explore their ＂wounded＂ learner identities by creating safe spaces for reflexive self- study. The practice and research of such storytelling are explored in the article.
