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从生态语言学视角理解外语学习者的文化身份：来自艺术院校学生在新冠疫情前后的证据。

Understanding the cultural identity of EFL learners from the eco-linguistics perspective: evidence from students in arts college before and after the COVID-19 epidemic period.

作者信息

Peng Yue

机构信息

School of Arts and Humanities, Guangzhou Academy of Fine Arts, Guangzhou, China.

出版信息

Front Psychol. 2023 Oct 5;14:1249334. doi: 10.3389/fpsyg.2023.1249334. eCollection 2023.

DOI:10.3389/fpsyg.2023.1249334
PMID:37868588
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC10585047/
Abstract

The identity development process has individual and societal components and is inherently intertwined with one's broader sociocultural milieu. The correlation between the personal and social aspects of an individual's identity considerably influences their behavior within their environment. This study examines cultural identity changes among English as a Foreign Language (EFL) students by conducting a questionnaire survey based on the anxiety/uncertainty management theory by Gudykunst (1995, 1998). The questionnaire was distributed twice: Study 1 used data from 483 students and Study 2 used data from 359 students. After each study, 20 students' descriptions of Chinese and Western cultures were analyzed in NVivo. Guided by the ecological research paradigm, this study examines the impact of individual differences on cultural identity at the macro-, meso-, exo-, and micro- levels. The findings suggest that social context can influence an individual's cultural identity, and cultural identity development accompanies being "oneself."

摘要

身份认同发展过程包含个体和社会层面，并且本质上与一个人更广泛的社会文化环境相互交织。个体身份的个人和社会层面之间的关联极大地影响着他们在所处环境中的行为。本研究依据古迪孔斯特（1995年、1998年）的焦虑/不确定性管理理论，通过开展问卷调查来探究非英语专业（EFL）学生的文化身份认同变化。问卷发放了两次：研究1使用了483名学生的数据，研究2使用了359名学生的数据。每次研究后，在NVivo软件中分析了20名学生对中国文化和西方文化的描述。在生态研究范式的指导下，本研究在宏观、中观、外部和微观层面考察个体差异对文化身份认同的影响。研究结果表明，社会环境会影响个体的文化身份认同，并且文化身份认同的发展伴随着成为“自己”的过程。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/eb24/10585047/a84aaedc88a1/fpsyg-14-1249334-g008.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/eb24/10585047/6a1180166ed7/fpsyg-14-1249334-g001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/eb24/10585047/8b7729a76dbd/fpsyg-14-1249334-g002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/eb24/10585047/1813b012abba/fpsyg-14-1249334-g003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/eb24/10585047/8a415d474964/fpsyg-14-1249334-g004.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/eb24/10585047/e34129b5e5a9/fpsyg-14-1249334-g005.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/eb24/10585047/02fcb2052a2f/fpsyg-14-1249334-g006.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/eb24/10585047/c13b6a8bb136/fpsyg-14-1249334-g007.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/eb24/10585047/a84aaedc88a1/fpsyg-14-1249334-g008.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/eb24/10585047/6a1180166ed7/fpsyg-14-1249334-g001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/eb24/10585047/8b7729a76dbd/fpsyg-14-1249334-g002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/eb24/10585047/1813b012abba/fpsyg-14-1249334-g003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/eb24/10585047/8a415d474964/fpsyg-14-1249334-g004.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/eb24/10585047/e34129b5e5a9/fpsyg-14-1249334-g005.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/eb24/10585047/02fcb2052a2f/fpsyg-14-1249334-g006.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/eb24/10585047/c13b6a8bb136/fpsyg-14-1249334-g007.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/eb24/10585047/a84aaedc88a1/fpsyg-14-1249334-g008.jpg

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本文引用的文献

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Motivating Language and Social Provisions in the Inculcation of Pharmacy Students' Professional Identity.激励语言和社会规定在药学学生专业身份培养中的作用。
Am J Pharm Educ. 2023 Jun;87(6):100010. doi: 10.1016/j.ajpe.2022.11.002. Epub 2023 Mar 15.
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"Should I change myself or not?": Examining (Re)constructed language teacher identity during the COVID-19 pandemic through text-mining.“我是否应该改变自己？”：通过文本挖掘审视新冠疫情期间（重新）构建的语言教师身份。
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The real value of words: how target language linguistic modelling of foreign language teaching content shapes students' professional identity.
词汇的真正价值：外语教学内容的目标语言语言建模如何塑造学生的职业身份。
Heliyon. 2021 Mar 30;7(3):e06581. doi: 10.1016/j.heliyon.2021.e06581. eCollection 2021 Mar.
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