中国英语学习者学术写作中第一人称使用发展特征与身份构建研究

A study on the developmental features of the use of first-person pronouns in academic writing and writer identity construction among Chinese English learners

在二语学术写作中,关于学习者自我指称发展特征的历时研究寥寥无几。本研究运用中介语对比分析法,纵向考察了2008—2016年间中国英语学习者本、硕、博三个阶段学术写作中第一人称使用的发展过程。研究发现,中国英语学习者学术写作中第一人称使用呈四种发展态势,在本硕阶段之间发生了较大变化,其写作身份构建持续相对隐晦,但适切性与复杂性会随学习阶段的深入而不断优化。本研究认为,学习者学术写作身份构建与社会预期、教学导向等社会文化因素和身份定位、学习经历、学习信念等个体认知因素息息相关。学术写作教学应在重塑教师与学生身份概念、培养学习者的个体参与意识等方面作出更大努力。

In second language academic writing,few diachronic studies have been conducted concerning the developmental features of English learners’self-mention.This study,through contrastive interlanguage analysis,explored the developmental trends of the use of first-person pronouns in academic writing among Chinese English learners ranging from Bachelor’s level to Master’s and Ph D level.It was found that Chinese English learners’use of first-person pronouns in academic writing demonstrated four developmental patterns,with an apparent distinction between the Bachelor’s and Master’s levels.Besides,Chinese English learners were found to prefer a comparatively implicit approach in writer identity construction.However,the appropriateness and complexity were optimized with the deepening of their study.This paper holds that learners’academic writer identity construction is closely associated with both the socio-cultural factors such as social expectationsand teaching orientations,and individual cognitive factors such as individual identity orientations,learning experiences and beliefs.Academic writing pedagogy needs to pay more attention to reshaping the identity concepts of teachers and students,and to make more efforts in cultivating learners’awareness of personal participation.