边永卫;
Yongwei BIAN;University of International Relations;

• 1:国际关系学院外语学院英语系

摘要(Abstract)：

这是一项关于学习者认同（Norton,2013）发展的质性研究。研究基于“对话学习者”这一新构建的教学模式。研究对象来自一所文科院校2015年、2016年两个年级的大一新生。材料采集包括学习反思、访谈和问卷调查等。研究结果发现两条学习者认同变化的轨迹。第一条轨迹在两组同学中皆有显现——从单维学习者成长为多维学习者；第二条仅出现于第二组同学——从被动的学习者变成准备更充分的主动学习者。这条轨迹也可以视作符号使用能力发展的早期阶段（Kramsch,2009），可能会进一步鼓励学生探索多维思维，使得实现终身自我教育成为一种可能（Gao,2001）。
This is qualitative research on the development of learner identity(Norton, 2013) via “dialogic learner”—a newly-constructed teaching model. Research subjects were two groups of English majors in 2015 and 2016, each respectively in their first year at a university for liberal arts. Data collection includes learning reflections, interviews and questionnaires. Research findings demonstrate two trajectories of identity changes: The first, found in the first and second groups,was from being one-dimensional learners to becoming multi-dimensional ones; the second,emerging among the second group, was from being passive learners to becoming more active and adequately-prepared ones. This trajectory might further encourage the students in their exploration of multidimensional thinking—the early stage in the evolution of the symbolic competence(Kramsch, 2009), with the possibility of life-long self-education(Gao, 2001).

关键词(KeyWords)： 对话学习者;认同变化;英语学习
dialogic learner;identity changes;English learning

Abstract:

Keywords:

基金项目(Foundation):

作者(Authors): 边永卫;
Yongwei BIAN;University of International Relations;

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