摘要
Academic writing is social interaction between writer and reader,during which writers can employ discursive and non-discursive features to construct their identities.However,many student writers who are users of English as an additional language(EAL)may find it challenging to construct their identities in academic writing.Properly constructed identity in academic writing can help EAL student writers develop a stronger sense of self,exercise their agency,and negotiate the academic discourse.Therefore,this paper reviews empirical studies on EAL student writers'identity construction when they write in English to investigate the features of identities that EAL student writers construct in texts and the factors that influence their identity construction.The findings show that,compared with expert writers and native-English-speaking(NES)counterparts,EAL student writers tend to present a weak authorial identity.Furthermore,EAL student writers tend to be more engaged with texts than with readers and lack commitment to their claims.The identities that EAL student writers construct in academic writing are also interwoven with EAL students'English proficiency levels,educational experience,disciplinary conventions,genre affordances,and audience awareness.The findings of this literature review can help teachers and educators raise EAL students’identity awareness and facilitate students in strategically constructing writer identities in academic writing.
写作从本质上来说是作者与读者之间的一种社会交际。在交际中,作者运用语言或超语言特征来建构自己的身份。然而,对于许多把英语作为一门额外语言(EAL)的学生来说,在学术写作中构建身份则十分具有挑战性。本文回顾有关EAL学生在用英语撰写学术论文时身份建构的实证研究以期发现EAL学生在英语学术写作中所构建身份的特征,以及影响其身份构建的因素。具体而言,与专家作者和以英语为母语的学生相比,EAL学生往往表现出薄弱的作者身份;此外,他们较少地和读者互动,而且对文中的观点缺乏明确的立场。EAL学生在学术写作中构建的身份,与他们的英语水平、教育经历、学科传统、文本体裁、读者意识等密切相关。该文献综述可以帮助教师和教育工作者在教学实践中提高学生的身份意识,并为他们在学术写作中略性地构建身份提供指导,进而帮助学生更好地融入特定的学术话语圈。
基金
2017年度河南省哲学社会科学规划项目“社会行为论视角下的幸福感研究”(批准号2017BYY021)的阶段性成果。
