本文選題：自我認(rèn)同 + 俄語(yǔ)學(xué)習(xí)�。� 參考：《北京外國(guó)語(yǔ)大學(xué)》2017年碩士論文

【摘要】：自我認(rèn)同(Self-identity)是人們對(duì)自己"究竟是誰(shuí)"的認(rèn)識(shí),其中包括個(gè)人能力、交際方式、價(jià)值觀念和群體歸屬感等方面。外語(yǔ)學(xué)習(xí)者自我認(rèn)同的變化和發(fā)展是二語(yǔ)習(xí)得社會(huì)心理研究領(lǐng)域的重要課題�；趪�(guó)內(nèi)外心理學(xué)家、社會(huì)學(xué)家和語(yǔ)言學(xué)家的研究和闡釋,我們認(rèn)為,外語(yǔ)學(xué)習(xí)者的自我認(rèn)同表現(xiàn)為學(xué)習(xí)者學(xué)習(xí)外語(yǔ)后產(chǎn)生的一系列"非語(yǔ)言學(xué)習(xí)結(jié)果",包括學(xué)習(xí)者的自信心、個(gè)人能力、交際方式、文化價(jià)值觀等等。而且,自我認(rèn)同是一個(gè)動(dòng)態(tài)發(fā)展的過(guò)程,不是一成不變的,它因?qū)W習(xí)者的內(nèi)在因素變化或外部環(huán)境遷移而變化,并作用于學(xué)習(xí)者語(yǔ)言學(xué)習(xí)和綜合人格的形成和發(fā)展。相比歐美和國(guó)內(nèi)英語(yǔ)界,俄羅斯語(yǔ)言學(xué)界和國(guó)內(nèi)俄語(yǔ)學(xué)界涉及外語(yǔ)學(xué)習(xí)者自我認(rèn)同發(fā)展的研究非常有限,因此該領(lǐng)域研究有許多空白亟待彌補(bǔ)。本文將研究中國(guó)俄語(yǔ)專(zhuān)業(yè)大學(xué)生自我認(rèn)同的變化。我們采用定量研究(調(diào)查問(wèn)卷和數(shù)據(jù)分析)和定性(訪(fǎng)談和學(xué)習(xí)日志)研究相結(jié)合的方法,探索學(xué)習(xí)者自我認(rèn)同變化的特點(diǎn)及其原因。其中,定量研究是本研究采取的主要手段,我們通過(guò)調(diào)查問(wèn)卷和數(shù)據(jù)分析,發(fā)現(xiàn)中國(guó)俄語(yǔ)專(zhuān)業(yè)大學(xué)生在"自信心正向變化"、"自信心負(fù)向變化"、"附加性變化"、"削減性變化"、"生產(chǎn)性變化"、"分裂性變化"、"零變化"等7方面產(chǎn)生了變化。同時(shí),我們分析受試者的個(gè)性因素(性別、年級(jí)、始學(xué)年齡、出國(guó)經(jīng)歷、學(xué)校)對(duì)其自我認(rèn)同的影響,分析學(xué)習(xí)者學(xué)習(xí)動(dòng)機(jī)與自我認(rèn)同關(guān)系的密切程度。定性研究包括學(xué)習(xí)日志的分析和師生一對(duì)一面談,幫助我們分析數(shù)據(jù)結(jié)果的原因所在。經(jīng)過(guò)對(duì)國(guó)內(nèi)六所高校俄語(yǔ)專(zhuān)業(yè)645名本科生的調(diào)查,我們發(fā)現(xiàn),學(xué)習(xí)俄語(yǔ)后,學(xué)習(xí)者的自我認(rèn)同有明顯變化。變化最明顯的是自信心,其次是生產(chǎn)性認(rèn)同和附加性認(rèn)同。發(fā)展最不明顯的是自信心負(fù)向變化。眾多影響因素中,學(xué)習(xí)者的年級(jí)、始學(xué)年齡、出國(guó)經(jīng)歷和努力程度(動(dòng)機(jī)強(qiáng)度)都會(huì)影響俄語(yǔ)學(xué)習(xí)者自我認(rèn)同的變化。其中,年級(jí)差異導(dǎo)致學(xué)習(xí)者自信心出現(xiàn)顯著差異:自信心正向變化呈現(xiàn)出大一較高、大二急劇回落、大三略微上升、大四顯著提高的趨勢(shì);始學(xué)年齡差異導(dǎo)致學(xué)習(xí)者在自信心和分裂性認(rèn)同方面產(chǎn)生顯著差異:本科開(kāi)始學(xué)習(xí)俄語(yǔ)者自信心波動(dòng)較大,初中開(kāi)始學(xué)習(xí)俄語(yǔ)者自信心變化較穩(wěn)定,而高中開(kāi)始學(xué)習(xí)者最容易產(chǎn)生分裂性認(rèn)同;出國(guó)經(jīng)歷差異導(dǎo)致學(xué)習(xí)者在自信、附加、削減、生產(chǎn)性認(rèn)同方面均有顯著差異:有出國(guó)經(jīng)歷的學(xué)習(xí)者在各個(gè)自我認(rèn)同方面都比未出過(guò)國(guó)的學(xué)習(xí)者變化明顯;動(dòng)機(jī)強(qiáng)度(努力程度)差異導(dǎo)致學(xué)習(xí)者在自信心、附加性變化、生產(chǎn)性變化方面差異明顯:動(dòng)機(jī)強(qiáng)度高者自信心正向變化明顯,正向文化維度認(rèn)同變化也明顯，反之負(fù)向自信心變化和負(fù)向認(rèn)同變化強(qiáng)烈。另外,我們還發(fā)現(xiàn),學(xué)習(xí)者的學(xué)習(xí)動(dòng)機(jī)也與其自我認(rèn)同變化顯著相關(guān),尤其是學(xué)習(xí)者的內(nèi)在興趣動(dòng)機(jī)與各項(xiàng)認(rèn)同變化的關(guān)系最為緊密:內(nèi)在興趣動(dòng)機(jī)越大,學(xué)習(xí)者的自信心水平越高,其他正向、獲得性自我認(rèn)同(附加、生產(chǎn))發(fā)展程度也越大,而負(fù)向、喪失性自我認(rèn)同(削減、分裂)發(fā)展越小。研究俄語(yǔ)學(xué)習(xí)者的自我認(rèn)同變化和發(fā)展有助于我們觀察俄語(yǔ)專(zhuān)業(yè)大學(xué)生學(xué)習(xí)過(guò)程中個(gè)人能力、自信心、文化觀念和身份定位的變化發(fā)展,彌補(bǔ)了俄語(yǔ)學(xué)界在俄語(yǔ)學(xué)習(xí)者社會(huì)心理研究方面的諸多空缺,推動(dòng)該項(xiàng)研究從理論向?qū)嵺`、從單一向多元的發(fā)展。同時(shí),本文研究揭示了這樣一個(gè)結(jié)論:外語(yǔ)學(xué)習(xí)的結(jié)果不光是掌握目的語(yǔ)言,學(xué)習(xí)者在自我認(rèn)知、交際方式和價(jià)值觀念上產(chǎn)生的發(fā)展和變化也是外語(yǔ)學(xué)習(xí)的重要結(jié)果。我們的研究對(duì)探究俄語(yǔ)學(xué)習(xí)者的社會(huì)心理發(fā)展有重要意義,為全球化背景下中國(guó)大學(xué)俄語(yǔ)教育的文化定位和教學(xué)改革提供了新的參考視角和建設(shè)性意見(jiàn)。
[Abstract]:Self identification (Self-identity) is a person's understanding of who it is, including personal ability, communicative approach, values and sense of belonging. The change and development of self-identity of foreign language learners is an important subject in the field of social psychology in two language acquisition. The study and interpretation of the family, we believe that the self identity of a foreign language learner is a series of "non-verbal learning results" produced by the learners after learning a foreign language, including the self-confidence of the learners, the individual ability, the way of communication, the cultural values and so on. Moreover, self identification is a dynamic process of development, not the same, and it is studied because of its learning. The changes in the internal factors of the learners or the migration of the external environment affect the formation and development of the learners' language learning and the comprehensive personality. Compared to the European and American English and domestic English circles, the research on the self identification and development of foreign language learners in the Russian linguistic and domestic Russian circles is not very limited, so there are many gaps in this field. This article will study the changes in the self-identity of Chinese Russian Majors. We use quantitative research (questionnaire and data analysis) and qualitative (interview and learning log) methods to explore the characteristics and reasons of the change of self-identity of the learners. Through the questionnaire and data analysis, we found that Chinese Russian majors have changed in 7 aspects: "positive change of self-confidence", "negative self-confidence change", "additional change", "cut change", "productive change", "divisive change", "zero change", etc., and we also analyze the personality factors of the subjects (sex, grade, age, age, and age, The influence of the overseas experience, the school) on its self identity, and the analysis of the close degree of the learner's learning motivation and self identity. Qualitative research includes the analysis of the learning log and a pair of teachers and students to help us analyze the reasons for the results of the data. After a survey of 645 undergraduates in the six major Russian Majors in China, we found that After learning Russian, the self-identity of the learners has changed obviously. The most obvious change is self-confidence, followed by productive identity and additional identity. The least development is the negative change of self-confidence. Among the many factors, the learners' grade, the age of beginning, the experience of going abroad and the degree of effort (motivation intensity) will all affect the Russian learners. There are significant differences in self-identity. Among them, there are significant differences in self-confidence among the learners: the positive changes in self-confidence are higher, the sophomore drastic decline, the big three slightly rise, the tendency to increase significantly, and the difference in the beginning of learning leads to significant differences in self-confidence and separatist identity among the learners: the beginning of undergraduate study The self confidence of the Russian is fluctuating, and the students' confidence in learning Russian is more stable at the beginning of the junior middle school, while the learners in high school are most likely to have divisive identity, and the difference in going abroad leads to a significant difference in self-confidence, additional, cut, and productive identity. There is obvious change in the learners in the country, and the difference in motivation intensity (degree of effort) leads to the obvious differences in self-confidence, additional changes and productive changes in the learners: the positive changes in the self-confidence of those with high motivation intensity are obviously changing, and the changes in the identity of the cultural dimension are obvious, and vice versa, the change of self-confidence and negative identity is strong. In addition, we It is also found that the learning motivation of the learners is also closely related to the change of self identity, especially the inner interest motivation of the learners is most closely related to the change of identity: the greater the intrinsic interest motivation, the higher the learner's confidence level, the greater the other positive, and the greater the development degree of the acquired self identification (additional, production), and the negative, bereavement. The change and development of self identification of Russian learners will help us to observe the changes and developments of individual ability, self-confidence, cultural concept and identity in the process of Russian language learners' learning, which make up for many vacancies in Russian language learners' social psychology research in Russian language learners. At the same time, this study reveals that the result of foreign language learning is not only the mastery of the target language, but also the development and change of the learners in their self cognition, the way of communication and the concept of value are also the important results of foreign language learning. The social psychological development of Russian learners is of great significance. It provides a new reference and constructive advice for the cultural orientation and teaching reform of the Russian language education in the University of China under the background of globalization.
【學(xué)位授予單位】：北京外國(guó)語(yǔ)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H35

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