英语多模态写作中的学习者身份认同研究

A Study on English Learner Identities in Multimodal Composing

我国英语专业学生的身份在教学和研究中一直被固化为外语学习者。随着媒体技术的迅猛发展,英语教学已无法脱离多媒体技术和多模态资源的使用,多媒体教学环境势必对学习者身份产生影响。本文在学习者身份理论基础上提出学习者活动身份建构框架,采用课堂观察、日志追踪和访谈探讨我国英语专业三年级多模态写作活动中学习者的身份认同。研究发现,在英语多模态写作过程中,学生自我认同的身份不仅包括学习者和写作者,还有多模态提案的设计者、各种提议的批评者、现实问题的研究者和课内外学习的合作者。以上身份也得到教师和同学的普遍认同,并对培养学生多元读写能力发挥着积极作用。

The identity of English majors in China has been solidified into learners of English as a foreign language both in teaching and research.With the rapid development of media technology,English teaching cannot be done without the utilization of multi-media technology,and the multi-media teaching environment is bound to cause changes to the identity of learners.Based on the identity theory of Gee(2000),the author proposed a theoretical framework for the analysis of learner identities in specific learning activities.Then classroom observations,student journals and interviews were utilized to explore students’identities in Grade Three English majors’cooperative multimodal composing of a problem-solution argument.It is concluded that students are not only learners and writers,but also designers of multimodal compositions,critics of the working proposals,researchers of practical problems and collaborators of English learning in the multimodal composing activities.The above identities of learners were also recognized by both teachers and their peers,and the recognition of these identities played a positive role in the cultivation of learners’multiliteracies.