【作者】 杨梅；

【导师】 窦琴；

【作者基本信息】 西北农林科技大学 ， 外国语言学及应用语言学， 2011， 硕士

【摘要】 社会、教育心理学中语言学习的非语言结果即自我认同变化,是指由于语言学习涉及的获得新的文化观念的自我行为方式变化。上世纪70年代,语言学家兰伯特在其社会心理模式中指出因二语学习而产生的两种自我认同变化:附加性变化和消减性变化。之后国外诸多学者纷纷就此问题展开研究,但研究对象大多集中在移民身上。国内相关研究发展相对晚而少。2003年高一虹在其博士论文中发展了兰伯特的理论,提出一种增值的、整体大于部分之和的生产性双语现象。从人格发展的角度来说,它是一种理想的学习模式。尽管高一虹及其团队之后一直研究外语学习对大学生自我认同变化的作用,但其研究主要集中在东部大城市外语或综合类院校中学生学习动机与自我认同的关系上,忽视教师自我认同,信念等对学生良性自我认同形成发展的重大影响。本研究选取西北农林科技大学2010级的文科、理科及工科四个非英语专业学生及该校大学英语教师为受试对象,了解该校大学生英语学习自我认同发展现状;专业及性别对其自我认同变化的影响;教师、学生自身及社会应该如何着手于促进学生良性(生产性)自我认同变化,以便丰富相关研究并对大学英语教育给出些许启示。研究分两条线索:一条以问卷调查为工具,调查内容为学生的自信心变化,生产性变化,附加性变化,消减性变化,及零变化五个方面(本研究默认生产性变化,附加性变化,消减性变化隶属文化认同变化)。在对所得数据用单元方差处理和分析后,分别得出性别及专业对学生自我认同变化的影响情况。问卷发出178份,回收172份,远远超过80%要求,因而有效。另一条线索采取非结构性访谈的研究方法,分别对教师和学生代表进行访谈。教师访谈对象是从该校大学英语教研室教师中根据职称,年龄,教龄,学生评教及研究者的观察等选出的,访谈主题为教师自我认同发展,教师信仰,对中西文化的态度,教学中如何处理等;学生访谈对象为在178名受试中分层随机选取的4名学生,主要获取影响自我认同发展变化的影响因素和自我认同情况的深度理解。两条线索的总体研究发现如下:该校新生因英语学习自信心幅度变化最大;文化认同方面,附加性变化为自我认同的主体变化形式,伴随着消减性和零变化等形式。生产性变化在极少部分好学生中偶有表现;女生在英语学习中相对男生而言有更敏感的成功感和挫败感;文科专业学生较理科专业学生,而理科专业学生又较工科专业学生在英语学习中经历更明显的自我认同变化;学生的自我认同发展与自身学习的主动性密切相关;外语学习与社会环境是一个互动发展关系;大部分语言教师认同文化对语言的重要作用,在教学过程中对教材中出现的西方文化会对学生进行简单的讲解,但由于社会及校方对大学英语四,六级的重视,他们教学中仍强调语言技能的巩固和提高;语言教师的文化教学多基于生活阅历和教学经验,理论上不成系统。之后,作者多角度(学生、教师、社会)提出对促进大学生英语学习生产性变化的建议。论文共包括五章,分别是:开篇介绍,文献综述,研究方法,结果和讨论及结论,本研究的局限性和后续研究的建议。更多还原

【Abstract】 Self-identity is closely associated with language use, and linguistic distinctiveness is a basic component of personal identity and hence the development of proficiency in a second language has implication for the individual’s self-identity,and in turn,the individual’s self-identity has implication for second language acquisition.In the early 1970s Lambert proposed the Social Psychological Model of L2 learning, in which he put forward two terms: additive bilingualism and subtractive bilingualism. The former refers to situation that proficiency in a L2 does not replace or reduce the importance of the first language,in other words, the learner may experience the change in self-identity without losing his original identity; the latter means L2 learning requires learners to enhance cultural assimilation to the target language group. Domestic scholar GaoYihong (1994,2001)put forward the 1+1>2 model with productive bilingualism in her dissertation for doctor degree. Although Gao and her associates have made ongoing efforts to further study the change in self-identity of L2 learners, their focus is mainly centered on students in developed eastern universities in China,there is no paper reflect students self-identity development in the northwest region in China till now. This paper take the freshmen in the Northwest Agriculture and Forestry University as subjects, firstly, by using questionnaire did some investigation to reflect the current situation of self-identity changes there. The results show that self-confidence variation is the largest; as to cultural identity, additive change is the major trend, along with subtractive changes and zero changes; only a few of top students reflect some traits of productive change. Meanwhile by using SPSS, the research analyzed the effects of major and gender on students’self-identity changes. The findings are like this: female students are more sensitive than boys to experiencing success and frustration in learning English; Liberal arts majors, comparing to science majors, and science majors comparing to engineering students, they experience more obvious self identity change in English study.Then the researcher interviewed both teachers and students respectively. Findings from teachers’interview are: Most of the language teachers identify the important role of the culture in language learning; while teaching, they would explain those western cultures which appeared in the textbooks for students, but because of the national requirement for students to pass CET4 and CET6, they still emphasize language skills in teaching. In addition, most of language teachers’teaching mainly based on their life and teaching experience, which is lack of theoretical system. There are two findings from students’interview: Firstly, Learners’initiative and self-identity are interactive with each other, secondly, foreign language learning and social context are interactive relationship.Through the findings, the author put forward some suggestions to facilitate students to develop productive self-identity through L2 learning. It is composed of five chapters, which is organized as the following:Chapter 1 serves as an introduction of the study, including the background, purpose, significance and structure of the study.Chapter 2 is literature review, which has five subparts: Definition of Identity, Identity theory and AL, Social Identity Theory, Self-identity and Self-Identity and language learningChapter 3 focuses on research methodology, focusing on research questions, research design, and procedure of the study and data analysis.Chapter 4 the results and discussions part, containing introduction, analysis and discussion of questionnaire, results of One-way ANOVA tests ,analysis of Interviews and conclusionsChapter 5 is about major findings, implications, limitations and recommendation of the study.更多还原