本文選題：自我認(rèn)同 + 語(yǔ)言學(xué)習(xí)��； 參考：《重慶大學(xué)》2012年碩士論文

【摘要】：語(yǔ)言學(xué)習(xí)者和外部社會(huì)的關(guān)系受到了第二語(yǔ)言習(xí)得的研究者們的關(guān)注，尤其是學(xué)習(xí)者在不同的社會(huì)、歷史、文化背景下如何與外部環(huán)境進(jìn)行協(xié)商并進(jìn)行自我認(rèn)同的構(gòu)建。 本研究借鑒社會(huì)構(gòu)建主義的理論視角，認(rèn)為自我認(rèn)同是多樣的、動(dòng)態(tài)的，隨著時(shí)間地點(diǎn)的變化而發(fā)生種種變化，并且與語(yǔ)言相互構(gòu)建(Pavlenko,2001)。研究以留學(xué)生所處的二語(yǔ)情景為背景，采用敘事分析方法為語(yǔ)篇分析框架，分析了留學(xué)生二語(yǔ)學(xué)習(xí)自傳性文本，試圖發(fā)現(xiàn)兩位留學(xué)生二語(yǔ)學(xué)習(xí)中的身份構(gòu)建與發(fā)展變化過(guò)程。通過(guò)選取不同出國(guó)年齡的學(xué)習(xí)者，還考察了低齡留學(xué)生特殊的自我認(rèn)同的構(gòu)建與發(fā)展過(guò)程。 本研究表明，語(yǔ)言不僅是交流的工具，在二語(yǔ)的環(huán)境下學(xué)習(xí)新的語(yǔ)言時(shí)，原有的自我認(rèn)同或身份可能會(huì)因?yàn)樽杂X(jué)或不自覺(jué)的接受這種語(yǔ)言和當(dāng)?shù)匚幕Z(yǔ)涵的思維方式和文化價(jià)值觀而發(fā)生某種變化。這種變化對(duì)學(xué)習(xí)者來(lái)說(shuō)可以是激勵(lì)也可能威脅。其次，不同出國(guó)年齡的留學(xué)生由于其不同的期待，認(rèn)知能力，性格都會(huì)導(dǎo)致不同的自我認(rèn)同。這些構(gòu)建發(fā)展的過(guò)程是由于特定的個(gè)人或情景原因所導(dǎo)致的。個(gè)人原因如期待，自尊，自我控制，對(duì)經(jīng)歷的開(kāi)放度及認(rèn)知能力，，情景原因如文化，家庭交流，同輩，學(xué)校工作環(huán)境，探究新身份的機(jī)會(huì)及回國(guó)都對(duì)學(xué)習(xí)者自我認(rèn)同的構(gòu)建與發(fā)展上起到了重要作用。 本論文最后對(duì)進(jìn)一步的研究提出了建議，還對(duì)本研究的意義和局限進(jìn)行了討論。
[Abstract]:The relationship between language learners and the external society has been concerned by the researchers of second language acquisition, especially how the learners negotiate with the external environment and construct their self-identity in different social, historical and cultural backgrounds. From the perspective of social constructivism, this study holds that self-identity is diverse and dynamic, and changes with the change of time and place. Based on the situation of the foreign students in the second language, the paper analyzes the autobiographical texts of the foreign students' second language learning by using narrative analysis as the framework of discourse analysis, and tries to find out the process of identity construction and development in the second language learning of the two foreign students. By selecting learners of different ages abroad, the paper also examines the process of constructing and developing the special self-identity of young international students. This study shows that language is not only a tool for communication, but also a tool for learning new languages in a second language environment. The original self-identity or identity may change by consciously or unconsciously accepting the way of thinking and cultural values contained in the language and the local culture. This change can be either motivational or threatening to learners. Secondly, foreign students of different ages will lead to different self-identity due to their different expectations, cognitive ability and personality. These build-up processes are caused by specific personal or situational reasons. Personal reasons such as expectation, self-esteem, self-control, openness to experience and cognitive ability, situational factors such as culture, family communication, peer, school work environment, Exploring the opportunity of new identity and returning to China have played an important role in the construction and development of learners' self-identity. At the end of this paper, some suggestions are put forward for further research, and the significance and limitation of this study are also discussed.
【學(xué)位授予單位】：重慶大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

【參考文獻(xiàn)】

相關(guān)期刊論文 前3條

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本文編號(hào)：1804861