EFL领域英语语言学习者与教学者身份联系研究

A Study of the Interrelationship in Identity between English Language Learners and Teachers in the Field of EFL

为了研究第二外语教育中英语教师的学习者身份与教学者身份的联系,采用网络问卷调查和半结构式访谈的研究方法。通过网络问卷调查的方式,笔者收集了英语教师群体对英语学习教学经历相关观点。为了深入研究英语教与学相关问题,笔者进一步采用定性半结构式访谈法,邀请参与问卷调查的五位英语教师来谈论他们的英语学习和教学经历。在英语学习方面,英语学习初体验、学习习惯、学习动机和英语老师对他们的影响都进行了详细记录。在英语教学经历方面,职业决策原因、对培训项目的看法、教学理念、英语学习经历对教学的影响都进行了深入了解。研究发现,英语教师的学习者身份深刻影响教学者身份构建,二者密不可分。教学者身份构建同时也是一个动态的过程,随着学习教学环境改变而发生变化。

To study the interrelationship between the learner identity and instructor identity of English teachers in the field of teaching and learning English as a foreign language,the author adopted a mixed method of online questionnaires and semi-structured interviews.This paper collects opinions and experiences of English learning and teaching from English teachers through questionnaires on the Internet.To dig deeper into the issues related to English learning and teaching,the author further conducted qualitative semi-structure interviews with five of the participants,asking them to share their unique experiences of English learning and teaching.In terms of English learning,the author recorded,in detail,learners'first experience of English learning,English learning behaviors,motivations to learn English and the influence from their English teachers.As for the experiences of English teaching,this paper elaborates on attitudes towards training programs and teaching beliefs,as well as the influence of English learning experiences on English teaching.The study finds that the learner identity of English teachers significantly influences the construction of their instructor identity.The identities are inextricably intertwined.The construction of instructor identity involves a dynamic process which changes as the environment of learning and teaching changes.