【摘要】：在二語(yǔ)學(xué)習(xí)研究中,二語(yǔ)學(xué)習(xí)者的身份成為越來(lái)越熱門(mén)的話(huà)題。許多研究主要以二語(yǔ)學(xué)習(xí)環(huán)境或者目標(biāo)語(yǔ)環(huán)境為背景,關(guān)注二語(yǔ)學(xué)習(xí)者的身份構(gòu)建,并且有著扎實(shí)的理論基礎(chǔ)和實(shí)證研究支持。但是基于互聯(lián)網(wǎng)平臺(tái),中國(guó)英語(yǔ)學(xué)習(xí)者與英語(yǔ)本族語(yǔ)者通過(guò)英文寫(xiě)作評(píng)價(jià)進(jìn)行互動(dòng)交流,在這一過(guò)程中中國(guó)英語(yǔ)學(xué)習(xí)者的身份構(gòu)建及英語(yǔ)學(xué)習(xí)還沒(méi)有足夠的研究。為了更全面的揭示中國(guó)英語(yǔ)學(xué)習(xí)者在二語(yǔ)學(xué)習(xí)過(guò)程中的身份,本研究旨在探索在跨洋互動(dòng)活動(dòng)中,中方學(xué)生在與美方學(xué)生寫(xiě)作評(píng)價(jià)交流互動(dòng)過(guò)程中的身份構(gòu)建,并以此提出了三個(gè)研究問(wèn)題:(1)在參加跨洋互動(dòng)活動(dòng)中,二語(yǔ)學(xué)習(xí)者的身份有哪些?(2)在參加跨洋互動(dòng)活動(dòng)中,二語(yǔ)學(xué)習(xí)者的身份構(gòu)建在哪些方面體現(xiàn)出來(lái)的?(3)在參加跨洋互動(dòng)活動(dòng)中,二語(yǔ)學(xué)習(xí)者是如何構(gòu)建自己的身份的?為回答這三個(gè)研究問(wèn)題,本研究基于4位研究對(duì)象在跨洋互動(dòng)中與美國(guó)學(xué)生交流互動(dòng)的數(shù)據(jù),采用話(huà)語(yǔ)理論以探索二語(yǔ)學(xué)習(xí)者在英語(yǔ)學(xué)習(xí)過(guò)程中的身份構(gòu)建。本研究表明,在互動(dòng)交流過(guò)程中,中國(guó)二語(yǔ)學(xué)習(xí)者的身份是多重的、變化的。并且通過(guò)在語(yǔ)篇中呈現(xiàn)的差異,他們的身份在語(yǔ)言層面表現(xiàn)為二語(yǔ)學(xué)習(xí)者,在寫(xiě)作層面表現(xiàn)為作者,在文化層面表現(xiàn)為中國(guó)人。本研究對(duì)中國(guó)二語(yǔ)學(xué)習(xí)者的英文寫(xiě)作有所啟示。從二語(yǔ)學(xué)習(xí)者方面來(lái)說(shuō),首先,在同美國(guó)本族語(yǔ)者互動(dòng)過(guò)程中,中國(guó)學(xué)生要自信,批判地評(píng)價(jià)美國(guó)學(xué)生所給出的反饋。其次,中國(guó)學(xué)生應(yīng)該改變?cè)趯?xiě)作批改過(guò)程中的關(guān)注點(diǎn),要更多強(qiáng)調(diào)寫(xiě)作的內(nèi)容和結(jié)構(gòu)。第三,中國(guó)學(xué)生應(yīng)該注意寫(xiě)作的交際功能,在寫(xiě)作中具有讀者意識(shí)。
[Abstract]:In the study of second language learning, the identity of second language learners has become a hot topic. Many studies mainly focus on the identity construction of L2 learners in the context of L2 learning environment or target language environment and have solid theoretical basis and empirical research support. However, based on the Internet platform, Chinese EFL learners interact with native English speakers through the evaluation of English writing. In this process, there is not enough research on the identity construction and English learning of Chinese EFL learners. In order to fully reveal the identity of Chinese EFL learners in the process of second language learning, this study aims to explore the identity construction of Chinese students in the process of writing, evaluating and interacting with American students in the process of transoceanic interaction. Three research questions are put forward: (1) what is the identity of L2 learners in participating in transoceanic activities? (2) in participating in transoceanic interaction activities, what is the identity of L2 learners? What are the aspects of L2 learners' identity construction? (3) how do L2 learners construct their identity in the process of participating in transoceanic interaction? In order to answer these three questions, the present study uses discourse theory to explore the identity construction of L2 learners in the process of English learning, based on the data of the interaction between the four subjects and American students. The present study shows that the identity of Chinese second language learners is multiple and varied in the process of interactive communication. Through the differences in discourse, their identities are manifested as second language learners, writers at writing level and Chinese people at cultural level. The present study has some implications for Chinese second language learners' English writing. From the perspective of L2 learners, first of all, in the process of interaction with native speakers, Chinese students should be confident and critically evaluate the feedback given by American students. Secondly, Chinese students should change their focus in the process of writing correction and emphasize more on the content and structure of writing. Third, Chinese students should pay attention to the communicative function of writing and have reader consciousness in writing.
【學(xué)位授予單位】：廣東外語(yǔ)外貿(mào)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H319.3

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本文編號(hào)：2221156