以二语认同为导向的多维外语教学模式研究: 国家社科基金青年项目“以二语认同为导向的多维外语教学模式研究”（项目批准号 17CYY020）结题成果

Recently, second language acquisition (SLA) scholars in China have argued that Chinese university students need to demonstrate ownership of English. Accordingly, an alternative second language (L2) pedagogical lens is put forth where students are not merely viewed as language learners but ‘emerging bilinguals’ who possess a wide range of knowledge and sociocultural resources. In view of the above, this monograph reports the findings from four pedagogical interventions (ranging from 11-17 weeks) – respectively conducted in a Year Two Content and Language Integrated Learning classroom, a Year One EAP classroom, a Year Two ESP classroom, and a Year One General English classroom. The four authors of this monograph were the teacher researchers. Our pedagogical research adopts a sociocognitive perspective: ‘identities’ does not have to be a fixed construct, ‘identities’ can also be performed in social interactions and reinforced by one’s cognitive behaviours. Therefore, for each classroom, when designing classroom activities and individual assignments, we looked for a unique and contextualised link between the local curriculum and students’ bilingual identity repertoires. Our study is a qualitatively oriented mixed-methods (surveys, imagined stories about one’s future life, classroom discourse, written products, think-aloud data), embracing the following three research objectives: 1) to capture identity construction in situated classroom activities and observe how identity construction enhances learning; 2) to analyse how identities were negotiated through languages; and 3) to identify changes in the students after the interventions were completed. The results show that our teaching interventions stimulated ‘productive’ identity changes in the students. We also found that English native speakerism was reduced. When students imagined their future life, their stories became more specific and the protagonist ‘I’ became more proactive and diversified (not necessarily someone who speaks like an English native speaker). The study also found that students demonstrated stronger reader awareness and strategic manipulation of devices in their L2 writing. Lastly, regarding classroom interaction and cognitive behaviours, this study found evidence that students started to connect their L2-mediated classroom knowledge with their L1-mediated lifeworld and were turning into empowered knowledge-makers. Overall, this monograph sheds light on the cultivation of a motivating and inclusive L2 classroom that leverages Chinese students’ identity repertoires as their unique strength.