分化与平衡:跨文化背景下语言教师的情绪调节动机与专业身份建构

IF 1.5 3区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Jiying Han, Haoyu Zhuang, Hongbiao Yin, Yan Cai
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引用次数: 0

摘要

本研究调查了跨文化背景下语言教师的情绪调节动机(ERMs)及其身份建构。研究通过半结构式访谈、课堂观察和文献收集,收集了关于八位留学生汉语教师的定性数据,确定了语言教师的三种主要动机和六种身份:教师作为指导者和管教者,调节情绪以提高教学效果;教师作为照顾者和观察者,调节情绪以处理师生关系;教师作为调解者和捍卫者,调节情绪以调和文化差异。这些研究结果揭示了语言教师情绪管理的多面性、学科特殊性和矛盾性,反映了他们在跨文化背景下平衡亚身份以构建专业身份。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Bifurcating and balancing: Language teachers’ emotion regulation motives and professional identity construction in cross‐cultural contexts
This study investigated language teachers’ emotion regulation motives (ERMs) and their identity construction in cross‐cultural contexts. Drawing upon qualitative data about eight Chinese as a second language teachers for international students through semi‐structured interviews, classroom observation, and document collection, the study identified three overarching motives and six identities of language teachers: teacher as instructor and disciplinarian who regulated emotions for improving teaching effectiveness, teacher as caregiver and observer who regulated emotions for navigating teacher–student relationships, and teacher as mediator and defender who regulated emotions for reconciling cultural differences. These findings revealed the multifaceted, discipline‐specific, and contradictory nature of language teachers’ ERMs and reflected their balancing of sub‐identities to construct their professional identities in cross‐cultural contexts.
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来源期刊
CiteScore
3.30
自引率
0.00%
发文量
40
期刊介绍: The International Journal of Applied Linguistics (InJAL) publishes articles that explore the relationship between expertise in linguistics, broadly defined, and the everyday experience of language. Its scope is international in that it welcomes articles which show explicitly how local issues of language use or learning exemplify more global concerns.
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