隨著跨文化交際的日趨頻繁,“Identity”逐漸成為語(yǔ)言學(xué),社會(huì)學(xué),人類(lèi)學(xué)等跨學(xué)科研究的一個(gè)重要聚焦點(diǎn)。迄今為止,以留學(xué)生,移民為主體的“身份”研究成果分別集中在敘事性視角下的“身份認(rèn)同”與微觀互動(dòng)視閾下的“身份構(gòu)建”兩個(gè)維度上。本書(shū)以語(yǔ)篇分析視角,結(jié)合宏觀和微觀層面,深入探討了外語(yǔ)使用、身份認(rèn)同與語(yǔ)用身份構(gòu)建的關(guān)聯(lián)。通過(guò)對(duì)在日留學(xué)(工作)者長(zhǎng)達(dá)5年的田野調(diào)查中收集的自然語(yǔ)料,日記,訪(fǎng)談等數(shù)據(jù)的分析,袁園*的《全球化語(yǔ)境下的外語(yǔ)使用與身份構(gòu)建(英文版)》從研究參與者日常生活實(shí)踐的“內(nèi)部”全面細(xì)致地剖析和揭示了身份認(rèn)同的動(dòng)態(tài)變化過(guò)程,并闡釋了外語(yǔ)使用對(duì)身份認(rèn)同變化的影響,以及留學(xué)生身份認(rèn)同焦慮的成因。本書(shū)適合外語(yǔ)教育者,(準(zhǔn))留學(xué)生以及跨文化交際研究者。
哀園,女,湖南長(zhǎng)沙人,日本神戶(hù)大學(xué)博士,中南財(cái)經(jīng)政法大學(xué)外國(guó)語(yǔ)學(xué)院副教授,曰語(yǔ)系副主任.碩士生導(dǎo)師,《當(dāng)代中國(guó)話(huà)語(yǔ)研究》編委。主要研究興趣:語(yǔ)用學(xué)、語(yǔ)篇分析、身份理論與跨文化交際。先后主持教育部人文社科青年基金項(xiàng)目、中央高;究蒲袠I(yè)務(wù)費(fèi)項(xiàng)目、中南財(cái)經(jīng)政法大學(xué)人才引進(jìn)項(xiàng)目.參與完成教育部人文社科項(xiàng)目、日本文部省科學(xué)研究項(xiàng)目、英國(guó)文化協(xié)會(huì)教學(xué)獎(jiǎng)勵(lì)項(xiàng)目各一項(xiàng)。多次應(yīng)邀主持國(guó)際學(xué)術(shù)會(huì)議主旨論壇并發(fā)言,在國(guó)際學(xué)術(shù)期刊上發(fā)表論文十余篇。
Chapter 1 INTRODUCTION
1.1 Research Background
1.2 Key terms
1.3 Research questions
1.4 The structure of the book
1.5 The Research Significance
1.6 Background of the researcher
Chapter 2 LITERATURE REVIEW
2.1 Language as discourse
2.1.1 The acquisition metaphor and participation metaphor
2.1.2 Defining discourse
2.2 Identity in Applied Linguistics
2.2.1 Reflective discourse approach based researches
2.2.2 Interactional discourse approach based researches
2.3 Summary
Chapter 3 METHODOLOGY
3.1 Qualitative research
3.1.1 Reflective discourse approaches
3.1.2 International discourse approaches
3.2 Procedures
3.2.1 Research design
3.2.2 The participants' portraits
3.2.3 Data collection
3.2.4 Data analysis
3.3 Researcher bias and ethical considerations
3.4 Conclusion
Chapter4 REFLECTING ON IDENTITY
4.1 Reflecting on different identities in L1 and 1_2 contexts
4.1.1 Ordinary person versus "disabled" identity
4.1.2 Professional identity versus incompetent L2 identity
4.1.3 University student identity versus foreign student identity
4.1.4 Excellent student identity versus inferior L2 user identity
4.1.5 Successful L2 user identity versus English speaker identity
4.2 Struggling in becoming ordinary in both L1 and L2 contexts
4.2.1 Self-oriented to L2 user identity
4.2.2 Transposition in various language-related communities
4.2.3 Second language interaction associated with emotion fluctuation
4.2.4 Conflict as an impetus to identity construction
4.2.5 Individual's philosophy
4.3 Conclusion: from group identity to individual identity
Chapter 5 IDENTITY IN INTERACTION
5.1 Doing difference: Ascribing an L2 learner identity
5.1.1 Ascribing L2 learner identity through sipping
5.1.2 Ascribing L2 identity through gaze shifting
5.2 Doing sameness: Accomplishing affiliation in interaction
5.2.1 Affiliation accomplished through doing being different from a third party
5.2.2 Affiliation accomplished through doing being an L2 learner
5.3 Conclusion :
Chapter 6 DISCUSSION AND CONCLUSION
6.1 Summary of the study
6.2 Theoretical and pedagogical implications
6.3 Conclusion: Beyond the labels
REFERENCES
APPENDICES
Appendix 1 : Convention transcription
Appendix 2: Consent to participate in Research
Appendix 3: Language use consent form