试论外语/二语学习者的自我认同观

On Construction of L2 Learners' Self-identity

在传统的研究中 ,Lambert(1 974)等人发现学习一门新语言会使学习者的文化身份发生附加性或削减性的变化。高一虹 (1 994,2 0 0 1 )提出的生产性双语现象强调不同的语言与文化学习之间能够积极互动 ,并最终促进语言学习者人格的整合发展。Norton(1 995,1 997,2 0 0 0 )等人的研究则主要从建构主义的角度出发分析语言学习者多元、动态的身份认同 ,学习者的自我认同与语言之间不再形成一一对应的关系 ,而是随着环境、情境的改变随时发生着变化。这些新的研究走向仍有待于进一步的探索与证实。

Classical studies,e.g.Lambert(1974),focus on the change of learner's cultural identity while learning a new language,and find that the change is either subtractive or additive in nature.Gao Yihong(1994,2001)has proposed a model of productive bilingualism which allows the positive reinforcement of different languages and cultures in learner's identity.Recent studies from a constructivist perspective,e.g.Norton(1995,1997,2000),have come up with a multiple and dynamic view of learner's identity,which no longer sees a particular linguistic variety as bound to a single identity.Identity is thus constructed moment by moment,in particular contexts and situations.These new directions of learner's identity research remain to be further explored and validated through the future studies.