维列鲁活动理论视角下非英语专业研究生英语阅读身份认同的跨情境研究

Exploring Non-English Major Graduate Students'English Reading Identity Across Contexts Through the Lens of Activity Theory

阅读身份认同是影响学习者阅读实践活动的重要因素。基于维列鲁活动理论,采用质性研究方法,探究了12名非英语专业研究生在不同英语阅读情境中的阅读身份认同以及影响阅读身份认同构建的活动要素。研究表明,非英语专业研究生的英语阅读身份认同具有多样性和情境构建性:在课堂英语阅读情境中构建了“动态协商式的读者”英语阅读身份认同;在课外学术研究情境中构建了“专业知识消费—再生产式读者”;在课外非学术情境中构建了“兴趣导向的多模态文本读者”或“职业导向的新手读者”英语阅读身份认同。英语阅读身份认同的构建是英语阅读活动系统要素内部、要素之间或多元英语阅读活动系统之间矛盾或协作的结果。为深入理解研究生群体的外语阅读状况、推动研究生外语阅读教学改革提供借鉴。

Reading identity has a significant impact on learners'reading practice.Based on activity theory,this study adopts qualitative research methods to explore the reading identities of 12 non-English major graduate students across different English reading contexts and the components within activity theory affecting the construction of their reading identities.Data analysis shows that the non-English major graduate students constructed diverse identities in different reading contexts,as"dynamic and negotiable reader"in the classroom English reading context,"professional knowledge consumption-reproducing reader"in academic context,"interest-oriented multimodal text reader"or"occupation-oriented novice reader"in the out-of-class non-academic context.The English reading identities are constructed on the basis of the contradictions or cooperation of elements within one English reading activity system or among multiple English reading activity systems.This study has important implications for understanding graduate students as foreign language readers and improving the teaching of English reading for graduate students in China.