摘要
本文以双语现象类型为关注焦点,功能语法中的评价理论为语篇分析框架,分析了英语学习者认同的建构过程。材料为北京某高校大学生英语学习经历的自传性英文文本。通过剖析自传中的评价资源,展现了学习者在不同学习阶段的认同,以及试图在文化矛盾与冲突中整合自我,获得成长的发展趋势。
Adopting a discourse analysis approach, this paper examines the written self-reports by Chinese students on their own English learning experiences. The data consist of autobiographical accounts of the said experiences by 21 English majors from a university in Beijing. With the appraisal theory (Martin & Rose 2003) of functional linguistics serving as the analytical framework, the paper explores the evaluative resources utilized in the accounts in terms of the students’ attitudes (affect, appreciation and judgment) towards English language and culture learning, the graduation of these attitudes, and their sources (engagement) as well. It is found that more than half of the narrators (11/21; 52%) reported the following major identity construction processes: instrumental bilingual identity, subtractive bilingual identity, and productive bilingual identity. Most narrators reported productive bilingual identity in one form or another, even though it might not be quite constant and invariable. The study indicates that reflective foreign language learning could facilitate both the learners’ tolerance of cultural differences and the integration of their bilingual identities.
出处
《外国语言文学》
2006年第1期34-39,共6页
Foreign Language and Literature Studies
