409 / 2020-02-27 09:03:44

学生多元身份认同的构建 ——国立西南联合大学《大一新生英语阅读读本》批判话语分析

身份认同,批判话语分析,外语教学,国立西南联合大学,大一新生英语阅读

社会语言学 > 社会语言学

This paper focusing on the English reading textbook of the National Southwest Association University (NSAU) Freshman Readings in English, tries to explore the construction of students’ identities. It is expected that current foreign language instruction would get some insights from this paper.

Firstly, this paper based on NSAU dominated culture, categorizes NSAU students’ identities into three main types: Chinese intellectual, foreign culture interpreter and intercultural communicator, as well as seven sub-identities under each main type: reporter and patriot, observer, mediator and challenger, practitioner and innovator. It is believed that traditional standards that are personal interactions and public activities are too limited to bring a better understanding in NSAU spirits and inspirations to improve language instruction. Discourse analysis of the textbook following Ruth Wodak’s framework starts at the dimensions of content, discourse strategy and linguistic form. This analysis intentionally scales down into the short answering questions part rather than simply focusing on the main body of the texts considering the mixed role of short answering part: the text contacting between students (readers) and teachers (editors), and the discourse directing the whole class. Finally, this paper discusses the interaction and negotiation of the different identities and the elevation of these identities. It is concluded that there is a progressive elevation in the qualities and requirements inside three groups of sub-identity. And for the cultivation of language learners who are supposed to attain general knowledge and liberal profoundness, this paper emphasizes the main identity of intercultural communicator, advocates intercultural communication competence (ICC) instruction and encourages language instructors to learn, to study and to ponder.