毕业论文-身份和社会变化对第二语言学习的影响.doc

毕业论文题 目身份和社会变化对第二语言学习 的影响 院 系外国语学院英语系 专 业 英语 姓 名 学 号指导教师起讫时间2011年3月1日至2011年6月11日 The Effects of Identity and Social Change on Second Language Learning ByWang Ming Under the Supervision of Professor Li PingSubmitted in Partial Fulfillment of the RequirementsFor the Degree of Bachelor of ArtsEnglish DepartmentSchool of Foreign LanguagesSoutheast UniversityJune 2011东 南 大 学 学 位 论 文 独 创 性 声 明本人声明所呈交的学位论文是我个人在导师指导下进行的研究工作及取得的研究成果。尽我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得东南大学或其他教育机构的学位或证书而使用过的材料。学生签名： 日期： 东 南 大 学 学 位 论 文 使 用 授 权 声 明东南大学外国语学院有权保留本人所送交学位论文的复印件和电子文档，可以采用影印、缩印或其他复制手段保存论文。本人电子文档的内容和纸质论文的内容一致。除在保密期的保密论文外，允许论文被查阅和借阅，可以公布（包括刊登）论文的全部或部分内容。论文的公布（包括刊登）授权东南大学外国语学院办理。学生签名： 导师签名： 日期： AcknowledgementsHere I would like to express my deepest gratitude to those people without whose assistance and encouragement this thesis would never be completed.My gratitude first goes to Professor XXX. As my academic supervisor, Ms. X has guided me all through the process of thesis-writing. With her profound insights and expert advice, I have really learned a lot about data collection and analysis as well as how to organize a thesis wisely. Ms. X spares no pains in correcting the mistakes in my thesis. She always shares her ideas with me, which enables me to make valuable improvements. I am much inspired and encouraged by Ms. Xs academic spirit and knowledge.I would also like to extend my thanks to my parents who have brought me to this wonderful world. Under their considerate care and endless love, I have grown to be a university student.Lastly, I deliver my best wishes to all my good friends. Whenever I need help, they are ready to do me a favor. They share with me their opinions on some topics in thesis writing and contribute their ideas unselfishly. In talking with them, I can always come up with some fascinating ideas. (本模板仅做格式参考，内容不做参考)AbstractIn this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language, subjectivity, and positioning and explain sociocultural theories of language learning. We then discuss constructs of Investment and Imagined Communities/Imagined Identities, showing how these have been used by diverse identity researchers. Illustrative examples of studies that investigate how identity categories like race, gender, and sexuality interact with language learning are discussed. Common qualitative research methods used in studies of identity and language learning are presented, and we review the research on identity and language teaching in different regions of the world. We examine how digital technologies may be affecting language learners identities, and how learner resistance impacts language learning. Recent critiques of research on identity and language learning are explored, and we consider directions for research in an era of increasing globalization. We anticipate that the identities and investments of language learners, as well as their teachers, will continue to generate exciting and innovative research in the future.Keywords：identity；language learning；social change(本模板仅做格式参考，内容不做参考)摘要概念隐喻理论自20世纪80年代以来逐渐发展成为认知语言学领域的一个十分火热的研究焦点。该理论打破了传统理论所认为的隐喻仅仅是一种修辞手段和语言现象的观点，提出隐喻作为人类不可或缺的认知工具，应该当做是一种基本的思维方式和行为模式来研究学习。在对概念隐喻的诸多研究中，方位隐喻一直是语言学家们关注的重点，而“上/下”域的研究更是热点，但这些研究仍然停留在理论的层面，更多注重词汇的分析和讨论，缺少实证研究。本文运用现代认知语言学的方位隐喻理论，采取语料库的研究方法，揭示英语新闻报道中的方位隐喻特征。本文语料全部来自英国国家语料库口语部分的广播新闻报道。语料收集的范围为三组含有表示方位隐喻的词：up和down，high和low，rise(rose)和fall(fell)，共计1638条，经仔细筛选，共有1302条为方位隐喻的应用。根据莱考夫对方位隐喻中“上/下”域的分类，本研究把“上/下”域分为6类，揭示了其与感情，健康状况，数量，社会地位，价值观以及力量之间的关系。另外，作者还发现up和down的方位隐喻用法并不局限于这六类，它们还有更多的功能在新闻报道用语中体现出来。通过方位隐喻实例论证与分类讨论，作者发现，在新闻报道中，大部分方位词实现了其隐喻功能，尤以up和down的表达形式最为丰富；在对这些抽象概念进行映射时， “上/下”域表示数量关系的频率最高。作者还发现，新闻报道应用大量方位隐喻去报道客观事物的积极方面，同时也丰富了表达形式。关键词：概念隐喻；方位隐喻；新闻报道 (本模板仅做格式参考，内容不做参考)Table of ContentsAcknowledgementsiEnglish AbstractiiChinese AbstractiiiTable of ContentsivList of TablesviList of FiguresviiChapter One Introduction1Chapter Two Theoretical Frameworks32.1 Poststructuralist Theories of Language32.2 Poststructuralist Theories of Subjectivity42.3 Poststructuralist Theories of Positioning62.4 Sociocultural Theories of Language Learning72.5 Central Arguments92.5.1 Individual Language Learner in a Larger Social World92.5.2 Diverse Positions of Language Learners92.5.3 The Variable Practices and Resources of Specific Settings10Chapter Three Identity and SLA113.1 Investment, Motivation, and SLA113.2 Imagined Communities and Imagined Identities133.3 Identity Categories and Language Learning15Chapter Four Identity and Language Teaching174.1 International Pedagogical Perspectives174.2 Digital Technology, Identity, and Language Learning194.3 Identity and Resistance20Chapter Five Conclusion235.1 Critiques of the Field235.2 Future Directions24Appendix I30List of TablesTable 1: The 10 Target Words7Table 2: Description and Sequence of the Seven Dependent Measures.9Table 3: The Distribution of Readings.12Table 4: Means and Standard Deviations on the Immediate Posttest.15Table 7: Effect Sizes for the Immediate Posttest.17Table 8: Means of Learning Conditions on the Delayed Posttest.19文内表格示例（word 文档选择表格类型：简明型1）Table 4: Means and standard deviations on the immediate posttestPortion in Orientational metaphorsPositive ExpressionsPortion in each categoryEmotion1.4%1478%Health10.1%11788.6%Quantity46.2%36460.5%Status3.9%7584.3%Value8.4%8678.9%Strength14.6%8645.3%Other12.4%13281.5%(若无图示，本页省略)(本模板仅做格式参考，内容不做参考)List of FiguresFigure 1: Framework of the Present Study.5Figure 2: Location of Significant Effects through the Post Hoc LSD Test20Figure 3: Effect Sizes for the Delayed Posttest .20Figure 4: Results for L and NL Words on the Immediate Posttest.22(若无图示，本页省略)(本模板仅做格式参考，内容不做参考)viiChapter One IntroductionMartina was an English language learner from Eastern Europe who had immigrated to Canada for a better life for her three children. Partly because she was not a proficient speaker of English, she struggled to find work in her profession as a quantity surveyor, and was employed in a fast food restaurant in the greater Toronto area. Her co-workers, as well as the managers children (who frequently visited the restaurant), were all born in Canada, and spoke English fluently. What Martina communicates in this extract is that engaging in social interaction with her co-workers was a struggle, primarily because she was positioned as a dehumanized and inanimate “broom”. To resist these marginalizing practices, Martina reframed her relationship with her co-workers as domestic rather than professional, and from the identity position “mother”, rather than “immigrant” or “broom”, she claimed the right to speak. While this data has been discussed more fully in other publicationsthe vignette is a sobering reminder of the powerful relationship between identity and language learning, which is of central concern to many scholars in the field of language education. Indeed, over the past 15 years, there has been an explosion of interest in identity and language learning, and “identity” now features in most encyclopedias and handbooks of language learning and teaching (Norton & Toohey 2002; Ricento 2005; McKinney & Norton 2008; Norton 2010; Morgan & Clarke 2011). In the broader field of applied linguistics, interest in identity has also gained considerable momentum. There is work, for example, on identity and pragmatics (Lo & Reyes 2004; Spencer-Oatey & Franklin 2009), identity and sociolinguistics (Joseph 2004; Omoniyi & White 2007; Edwards 2009); and identity and discourse (Benwell & Stokoe 2006; Wodak et al. 2009; Young 2009). An extended state-of-the-art article on identity and language learning is timely. We have defined particular areas of interest from a rapidly expanding literature in order to provide readers with both depth and breadth in our review of this topic.Given that the article represents a contemporary review, we focus on the literature published since Nortons often cited article “Social identity, investment, and language learning”, published in TESOL Quarterly in 1995. This article, along with succeeding early publications (Norton 1997, 2000, 2001), drew on poststructuralist theories of language and identity to offer new perspectives on language learning and teaching, and introduced Nortons construct of investment to the field. In reviews of the literature, many scholars cite Nortons work as pivotal in reframing debates on identity (Menard-Warwick 2005; Ricento 2005; Block 2007a, 2007b; Swain & Deters 2007; De Costa 2010a; Morgan & Clarke 2011) and it was in the context of such work, as Zuengler & Miller note (2006: 43), that identity was established as a research area “in its own right”. Further, as Block (2007: 864) notes, a poststructuralist approach to identity “has become the approach of choice among those who seek to explore links between identity and L2 learning”. We therefore focus on poststructuralist theories of identity and language learning in framing this review of the literature.Central arguments in our review are discussed in Section 2, with explications of relevant theoretical frameworks examined in Section 3. The relationship between identity and second language acquisition (SLA), discussed in detail in Section 4, has been of much interest to the field, particularly in view of Firth & Wagners (1997: 285) call for an “enhanced awareness of the contextual and interactional dimensions of language use”. Further, while much of this research explores the multiple and intersecting dimensions of language learners” identities, there is also a growing body of research (see Section 5) that seeks to investigate the ways in which particular relations of race, gender, and sexual orientation may impact the process of language learning. Also of interest are the research methods associated with research on identity (Section 6, as well as implications for teaching (Section 7. We then move to critiques of the field (Section 8), and conclude, in Section 9, with directions for the future.Chapter Two Theoretical FrameworksPoststructural theories of not only language, but also subjectivity and positioning, inform recent work on identity and language learning. Sociocultural theory also offers perspectives on learning that are often drawn upon in recent work on this topic. We address each of these areas in turn, illustrating the ways in which they have been taken up in research on language learning and teaching.2.1 Poststructuralist Theories of LanguagePoststructuralist theories of language have become increasingly attractive to identity and language learning researchers (Norton & Morgan in press). Structuralist theories of language, often cited as originating with the work of Swiss linguist Ferdinand de Saussure (1966), emphasized the study of the linguistic knowledge (competence) that allowed idealized speakers/hearers to use and understand languages stable patterns and structures. From this perspective, actual instances of language usage (performance), which could be affected by memory lapses, fatigue, slips, errors, and so on, were not seen as revealing of idealized patterns, and thus were of little interest in the scientific study of language. However, poststructuralist theories of language, proposed by many, but particularly by Russian literary theorist Mikhail Bakhtin (1981, 1984, 1986) saw language not as a set of idealized forms independent of their speakers or their speaking, but rather as situated utterances in which speakers, in dialogue with others, struggle to create meanings.More recently, Hall, Cheng & Carlson (2006) discussed a usage-based view of language knowledge that saw people learning through joint engagement with others in activities, using cultural tools. Recognizing the increasing body of theory and research that points out how using even one language relies on complex sets of understandings of context, they argued that speakers of multiple languages are able to engage in interactions in those languages as a result of their access to participation in the activities in which those languages are used. Unlike those who believe that language competence precedes language performance, Hall et al. understood language competence as proceeding from participation in performance in activities using particular language tools. They also recognized that individuals differ in their access to participation, according to their social and cultural positioning.French sociologist Pierre Bourdieus work directly addresses the poststructuralist study of the politics of language (Bourdieu 1977; Bourdieu & Passeron 1977; Bourdieu 1991; Albright & Luke 2008). While poststructuralists are, of course, not the only theorists interested in language and power, Bourdieu explicitly drew attention to the importance of power in structuring discourse, with interlocutors seldom sharing equal speaking “rights”. For Bourdieu, “legitimate” and “illegitimate” speakers were distinguished by their differential “rights to speech” or their “power to impose reception” (1977: 648). For Bourdieu, using language was a social and political practice in which an utterances value and meaning was determined in part by the value and meaning ascribed to the person who speaks. Recognizing that the ascribed value of a person or group can vary, depending on circumstances or contexts (in Bourdieus terms, “fields”), he saw linguistic discourse as “a symbolic asset which can receive different values depending on the market on which it is offered” (1977: 651). He further noted that dominant usage is associated with the dominant class. Heller (2008: 50) explicitly paralleled access to language with access to other resources that are also “produced, attributed value, and circulated in a regulated way, which allows for competition over access, and typically, unequal distribution”. From this perspective, not only individuals” but also groups” ascribed identities structure access to and opportunities for language use and learning.2.2 Poststructuralist Theories of SubjectivityChristine Weedon (1997), one of the best-known scholars working in the feminist poststructuralist tradition, understood, like Bakhtin and Bourdieu, the importance of ascribed individual and group identity positions in structuring the extent to which language practices are valued. However, she also argued that it is in language that the individual constructs her “subjectivity”, which she saw as “the conscious and unconscious thoughts and emotions of the individual, her sense of herself, and her ways of understanding her relation to the world” (1997: 28). Her use of the term “subjectivity” reminds us that an individual can be simultaneously the subject of a set of relationships (e.g. in a position of power) or subject to a set of relationships (e.g. in a position of reduced power). Thus, for Weedon, social relationships are crucial in how individuals are constructed and construct themselves.Weedon used the terms subject and subjectivity to signal a break with dominant Western humanist views of the individual. While Western humanist philosophy stressed the essential, unique, fixed, and coherent core of an individual, Weedons view, like that of other poststructuralists, was that the individual (i.e. the subject) was diverse, contradictory, dynamic, and changing over historical time and social space. Like Foucault (1980), Weedon argued that subjectivity is discursively constructed, and is always socially and historically embedded. Holland & Lave (2001) discussed the apparent paradox of identity being experienced as unitary and durable, while being, at the same time, variable and situated in dynamic practice. Like many other poststructuralist theorists, they emphasized that “both the continuity and the transformation of social life are ongoing, uncertain projects” (2001: 4) and that individuals maintain “histories in their persons”. These theories of identity are central in Nortons early work, and have been taken up by many identity theorists, including Kramsch (2009), whose compelling book, The multilingual subject, focuses on the subjectivity of the foreign language learner.Language educators have found poststructural observations about subjectivity helpful in theorizing how education can lead to individual and social change. A conceptualization of subjectivity as multiple, non-unitary, and dynamic leaves room for the view that individuals need not be locked forever in particular positions. Rather, from this perspective, although some contexts and practices may limit or constrain opportunities for learners to listen, speak, read, or write, other contexts and practices may offer enhanced sets of possibilities for social interaction and human agency. Thus, pedagogical practices have the potential to be transformative in offering language learners more powerful positions than those they may occupy either inside or outside the classroom. In poststructuralist theory, subjectivity and language are seen as mutually constitutive, and are thus centrally important in how a language learner negotia