英语学习与自我认同变化——对大学本科生的定量考察

English learning and changes in self-identity-A quantitative investigation on Chinese college undergraduates

本研究采用问卷方法考察大学本科生在学习英语之后自我认同的变化。调查采用分层抽样 ,受试为全国 3 0所大学 2 ,2 78名本科学生。测量自我认同变化的题项分为六类 :自信心、生产性、附加性、分裂性、削减性变化以及作为参照类的零变化。结果显示 ,英语学习对学习者的自信心有较为突出的影响 ,同时 ,学习者的文化价值观念和交际方式也发生了一定程度的生产性和附加性变化。性别、专业。

This questionnaire study investigated Chinese college students' self_identity changes associated with English learning. The subjects were 2,278 undergraduates from 30 universities, obtained from a stratified sampling. The questionnaire defined six categories of self_identity change: self_confidence, productive, additive, split, subtractive changes, and zero change. Results showed that in the Chinese EFL context, English learning had prominent effect on college students' self_confidence. At the same time, the learners' cultural values and communication styles underwent some productive and additive changes. Sex, major, and starting age for English learning had significant effect on certain types of self_identity change.