Learner Identity in Chinese as a Foreign/Second Language Education: A Critical Review

IF 0.4 4区教育学 Q4 EDUCATION & EDUCATIONAL RESEARCH

中国教育学前沿 Pub Date : 2020-04-03 DOI:10.1007/s11516-020-0004-x

Citing Li,Wendong Li

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引用次数: 1

Abstract

This paper reports the results of a review of 33 journal articles chosen from 87 empirical studies on learner identity in Chinese as a foreign/second language (CFL/CSL) education, published during the years 2005–2019. By analyzing the co-occurrence of keywords in these Social Science Citation Index (SSCI) journal articles, this review identifies the theoretical perspectives and topical trends of CFL/CSL education research on learner identity. The review shows that while such post-structuralist theories and notions as capital, identity and investment model have continued to play a predominant role in CFL/CSL identity research, interdisciplinary perspectives seem to also demonstrate their theoretical value and interpretive power. Furthermore, the review found that researchers explored a wide array of topical issues in relation to learner identity involved in the complex linguistic and social ecology of Chinese language learning. The review concludes with suggestions for future projects to consider that expand the thematic and theoretical scope by exploring intersections between different social categories and learner identities in societal contexts.

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对外汉语/第二语言教育中的学习者身份:一个批判性的回顾

本文对2005-2019年间发表的87篇关于汉语作为外语/第二语言(CFL/CSL)教育中学习者认同的实证研究中的33篇期刊文章进行了综述。本文通过对SSCI期刊论文中关键词共现现象的分析，确定了对外汉语教学/对外汉语教学学习者认同研究的理论前景和研究趋势。回顾表明，资本、认同和投资模式等后结构主义理论和概念在对外汉语/对外汉语认同研究中继续占据主导地位，但跨学科视角似乎也显示出其理论价值和解释力。此外，研究还发现，研究人员在汉语学习复杂的语言和社会生态中探讨了一系列与学习者身份相关的主题问题。本文最后对未来的研究项目提出了建议，通过探索社会背景下不同社会类别和学习者身份之间的交集来扩展主题和理论范围。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

中国教育学前沿 EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.30

自引率

0.00%

发文量

479

期刊介绍： Frontiers of Education in China is dedicated to illuminating the results of the newest educational research in China and providing an academic platform for international exchanges. We have carefully selected papers that have previously been published in Chinese universities and scholarly journals as well as academic essays that will be published for the first time. After an exhaustive peer review process, we hope to present these articles to a global audience. Through these papers, international scholars can have the opportunity to understand the current conditions of education in China as well as the research of Chinese academics. Our journal touches upon numerous branches of educational research and theory, as well as educational reform and practical pedagogy.