关系经营视角下国际学生的身份构建研究

A Study on CSL Students’Identity Construction from the Relational Work Perspective

文章采用人种志个案研究的方法,基于柜台业务中的请求言语行为和深度访谈,从关系经营视角跟踪调查了两名俄罗斯女留学生在中国学习期间自我身份构建的变化过程。研究结果显示,留学生的自我身份构建大致经历了从“中国人”到外国人、从外国人到汉语使用者和从汉语使用者到世界公民的三大阶段。在不同类型的柜台业务情景中,留学生的请求策略都发生了变化,最终她们都偏向于采用积极标记的礼貌策略,以构建自己所希望的身份。本研究建议根据学习者自我身份构建及其变化的特点制定相应的语言教学策略,提高学习者在目标语环境中的跨文化交际和语言应用能力。

Adopting naturally occurred requests in service counters and in-depth interviews,this study conducts an ethnographic case study to investigate the changing trajectory of two Russian female CSL students’identity construction from relational work perspective.The findings indicate that the two CSL students experienced three phases of identity construction changes:from“Chinese”to foreigners,from foreigners to Chinese language users,and from Chinese language users to global citizens.They changed their request strategies in different types of service counter scenarios,and eventually they tended to use marked positive polite strategies to construct their desired identities.The study suggests that pragmatic pedagogy practice should be developed according to the changing nature of learners’L2 identity construction to enhance learners’intercultural communication and language use ability.