用“故事化”写作建构语言自我——“以写促学”的叙事心理学视角

Write stories to learn English:Exploring the humanistic dimension of WTL from the perspective of narrative psychology

为了突破外语学习进阶的深层困境,本文从叙事心理学视角对"以写促学"教学思想进行了校本实践与二次解读,提出了"故事化"写作构念并初步建立起相应的理论框架与操作规程。"故事化"写作范式通过叙事表达的隐喻手段通达写作者内心真实世界,以实现深度表达的多重功效。"以写促学"的校本教改实验结果表明,"故事化"写作不仅有利于提升外语学习者的语言表达与创新思维能力,而且还能通过故事想象与反思培养学习者的理性自觉,从而在方法论上把"以写促学"价值理念向语言教育的实践哲学维度提升,为探索有中国特色外语教学提供参考。

To overcome the plateau effect that generally influences EFL learners, this paper proposes a branch model of ＂Write to Learn＂ approach from the perspective of narrative psychology. The tentative approach, by virtue of story creation on the basis of personal experience and perceptions, aims at promoting EFL writers＇ humanistic values as well as their language development. And the college-based ＂Write to Learn＂ study shows that story creation offers EFL learners writing exercises to not only inspire their creative thinking, but also help them form reflective judgment about life, which metaphorically contributes to their self-consciousness and hopefully will effect a new methodological transi- tion in China＇s EFL teaching.