作为戏剧的二语叙事认同:探索二语学习经验与理想二语自我之间的联系

Hamish Gillies
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引用次数: 0

摘要

最近的研究详细阐述了二语动机自我系统的二语学习经验组成部分(Dörnyei, 2005, 2009),特别是通过叙事认同的视角,标志着二语动机研究的新方向。本文通过探索二语学习经验与理想二语自我成分之间的联系来扩展这项工作。这些组成部分来自不同的理论起源,已被证明难以调和。特别是在日本这样的英语环境中,学习者在大学入学后可能缺乏明确的英语学习目标,研究第二语言学习经验在发展理想的第二语言自我方面的作用,对学习者和教师都有实用价值。本研究采用第二语言叙事认同视角(Dörnyei & Ryan, 2015),描述了一位日本职前小学教师的案例。定性数据收集自她参加的本科英语通过戏剧课程。戏剧编码分析揭示了两种相互关联的第二语言叙事动态与她的总体理想第二语言自我有关:一个是专业的,一个是个人的。本文讨论了将这些理想的二语自我概念化追溯到她二语学习经历中的关键片段的证据。研究表明,二语学习经验与理想二语自我引导的发展之间存在着重要的功能关联。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
L2 Narrative Identity as Drama: Exploring Links Between L2 Learning Experience and the Ideal L2 Self
Recent studies elaborating on the L2 learning experience component of the L2 Motivational Self System (Dörnyei, 2005, 2009), especially through a narrative identity perspective, mark a new direction in L2 motivation research. This paper extends this work by exploring the connection between the L2 learning experience and ideal L2 self components. Emerging from different theoretical origins, these components have proved difficult to reconcile. Especially in an EFL environment such as Japan, where learners may lack well-defined goals for their English learning beyond university entrance, investigations into the role of L2 learning experience in developing ideal L2 selves can offer practical value to both learners and teachers alike. Adopting an L2 narrative identity perspective (Dörnyei & Ryan, 2015), this study portrays the case of a Japanese pre-service elementary school teacher. Qualitative data was collected from her participation in an undergraduate English-through-drama course. Dramaturgical coding analysis revealed two interconnected L2 narrative dynamics related to her overarching ideal L2 self: one professional and one personal. Evidence is discussed for the tracing of these ideal L2 self-conceptualizations back to key episodes in her L2 learning experience. An important functional interrelation is suggested between L2 learning experience and the development of ideal L2 self-guides.
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