外语教学中的身份认同研究

外语教学中的身份认同研究
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identity-related concepts: 

self-identity:social and logical 框架下都人的热痛 一个人作为一个整体在这个世界中的关系

social identity 社会 how do you relate yourself your society

cultural identity文化   how do you relate yourself to your culture

ethnic identity民族 how do you relate yourself to your ethnic groups

national identity 国家 how do you relate yourself with the country

self-concept:psychological concept  how does a person ralte to a larger world based on his or her own positioning?

how does a person look at himself in the particular subject in the ralations of other's view of himself?

this is a social-psychological perspective.

identity-related concepts: difficult to define consistently

self-concept: a complex construct consisting of different dimensiions or selves, namley physical, social, familiar, personal,academu and many other situational ones. someone's self-concept defines his/her individuality and predicts his/her behaviours, and is formed by the beliefs... about oneself. can be con

self-efficacy: beliefs in one's capabilityies 

self-esteem 不同情境下self-concept所造成的结果;the process and resulting evaluation of the self-concept; evaluative quality of the self-image of self-concept.

self-worth

 

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Teacher creates a safe classroom.

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Habitus enables us to make sense of the world.

Cultural capital is in relation to field.For instance, one Chinese cultural capital may not be valued in American field.

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A teacher in the class can be a enpowering or disempowering agent. You can really influence the students.

Identity is not static but changing.

The competence of getting others to listen to me.

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This is a new perspective to observe my students' language learning as investment.

When they invest in language learning they construct their language system with the interaction with other people or the surroundings. 

The example "a good teacher" reminds me of one of my colleague. Different students have different standards about what a good teacher is. And different teachers have different understanding about teaching. My colleague doesn't think that she is that kind of teacher who is very active or who can have lots of interactions with her student in class. She is greatly influenced by her teachers in the university whose classes were teacher-centered and students only listened to their teachers. One day, she called me to tell me that she has to quit the English Public Speaking course because this class needs interaction and class activities. My colleague's story reminds me of "investment" of a teacher in her teaching. Some teachers are willing to invest in their teaching thus they may make some changes but some teachers are not. When the changes take place, teachers' understanding of their identity is also changing. 

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Identity is not fixed. It is changing in terms of the context, the relationship, and the social circumstances, etc, which helps language teachers evaluate their students and their language competence from a critical perspective.

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I really like this online course especially when I see Prof.Zhou Yan and Prof. Wen Qiufang were sitting in class listening to the teacher with other students. This brings me back to BFSU's classroom. Prof. Zhou and Prof. Wen also have their identity in this class at this moment as professors and students. It's very interesting. 

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I agree with Prof. Bonny Norton that language competence is not only about being able to speak but also about being able to be heard. When people talk to each other, the communication process involves speakers and listeners. Only when listeners understand the speaker can a communication be regarded as effective communication.

 

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