Autonomy, Agency and Identity in Foreign and Second Language Education
Autonomy, Agency and Identity in Foreign and Second Language Education
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外语和第二语言教育中的自主性、代理性和身份
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
P. Benson
中科院分区：
文献类型：
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作者：
Jingzi Huang;P. Benson
本文回顾了《中国应用语言学》特刊中探讨的关键概念，包括外语/第二语言教育中的自主性、代理性和身份。我们首先相对更深入地探讨和比较自治和代理这两个相似概念的复杂含义。在讨论自主性时，我们首先分析 Benson（2011）对自主性的广义定义中能力和控制的含义，即控制自己学习的能力，并简要考察学习者议程和可供性的相关问题。基于对代理概念的仔细审查，我们建议，就学习教学过程的有效控制程度而言，自主性和代理最好被视为不同的概念。在仔细研究自主性和代理这两个相似的概念之后，我们讨论了身份的概念，最后讨论了语言教育中自主性、代理性和身份这些主要概念之间的相互关系。
This paper reviews key constructs explored in this special issue of Chinese Journal of Applied Linguistics, including autonomy, agency and identity in foreign/second language education. We first explore and compare, in relatively greater depth, the complex meanings of the two similar concepts of autonomy and agency. In discussing autonomy, we start with an analysis of the meaning of capacity and control in Benson’s (2011) broad definition of autonomy as a capacity to take control of one’s own learning, and briefly look at related issues of learner agendas and affordances. Based on a close scrutiny of the concept of agency, we propose that autonomy and agency are best treated as distinct concepts in terms of the degree of effective control over the learning-teaching process. Following a close examination of the two similar concepts of autonomy and agency, we discuss the concept of identity and finally the interrelatedness among these major concepts of autonomy, agency, and identity in language education.