作　　者： ;

机构地区： 江西师范大学外国语学院

出　　处： 《语言教育》 2020年第4期38-44,共7页

摘　　要： 本研究基于认同的社会文化观,结合Wenger群体实践理论中"具化"和"参与"两大学习要素,提出一个有关英语师范生专业认同的六维框架,并据此编制出一份《英语师范生专业认同的调查问卷》;然后在594名三年级英语师范专业本科生中进行施测,收集相关数据,并运用探索性因子分析和验证性因子分析的方法,抽取英语师范生专业认同的构成因子,验证该问卷的信度和效度。结果表明,英语师范生的专业认同包含职业预期、英语学习行为、教育学习行为和价值信念四个因子。该理论模型在验证过程中,经适当的修正,获得较好的拟合度,该问卷也具有良好的信度和效度。本文最后还探讨了该研究对认同理论及英语师范教育的意义。 By drawing on a socio-cultural perspective,this paper formulates a six-dimensional framework to construe the academic identity of Chinese undergraduates under English education program.This framework integrates reification and participation,two basic processes of learning based on Wenger’s community of practice.Drawing on this,an inventory for the measurement of academic identity is designed and tested.The participants are 594 third-year undergraduates who have been enrolled in English education program.The findings from an exploratory show that the academic identity of undergraduate English education program can be best construed into four factors:professional expectation,English learning,education learning and attitudinal values.But further confirmatory factor analysis indicates that the model has to be modified before good model fit indices can be obtained.Good reliability and validity of the inventory is also confirmed.This paper finally discusses the implication of this study on the theorization of identity and research on academic identity for English education program.

关 键 词： 英语师范生 专业认同 教师教育

领　　域： [语言文字—英语]