成为非母语汉语教师:身份三角模型分析
1School of Cultures, Languages and Linguistics, The University of Auckland, Auckland, New Zealand.
概括
这项研究使用身份三角模型探索了一个新手非本地普通话中文老师的身份. 调查结果显示,对于新语言教师来说,个人成长的动机超过了职业抱负.
科学领域:
- 获得第二语言的学习.
- 教师身份研究 研究教师身份研究
- 社会文化语言学 社会文化语言学
背景情况:
- 新手语言教师的身份对于留住教师至关重要.
- 非母语英语教师 (NNESTs) 面临着独特的身份谈判挑战.
- 身份三角模型为理解教师身份提供了一个框架.
研究的目的:
- 检查一个新手非母语普通话中文老师的身份谈判经验.
- 将身份三角模型应用于初次语言教师的特定案例研究.
- 探索新手NNESTs的动机和职业感知.
主要方法:
- 采用了定性案例研究设计.
- 数据是在教师的第一学期的12周内收集的.
- 身份三角模型被用来分析身份领域 (心理,行为,关系).
主要成果:
- 在身份三角模型的领域中出现了九个子类别.
- 这位老师被认为是一个"偶然的老师",以个人成长为动机.
- 她缺乏强大的乐器主义者愿望或在语言教学中明确的职业道路.
结论:
- 身份三角模型为研究首次语言教师身份提供了一个统一的框架.
- 调查结果强调,需要制定战略来招募和留住外国语言教育中的NNEST.
- 个人成长和文化适应是新手NNESTs的重要动机.
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