Motivated by Visions: Stories from Chinese Contexts
Motivated by Visions: Stories from Chinese Contexts
复制标题
愿景驱动：来自中国背景的故事
DOI：
10.1057/9781137000873_10
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
Xuesong Gao
中科院分区：
文献类型：
--
作者：
Xuesong Gao
英语作为国际语言的崛起一直是一个有争议的问题。其批评者谴责英语的全球主导地位是一种语言帝国主义，其中英国和美国等霸权国家通过促进英语的教学和学习来扩大其影响力和利益（例如，Phillipson，1992）。相比之下，其他人观察到，英语作为国际语言的提升得到了不同背景下的个人的支持，他们将英语作为追求本地化利益和议程的手段（例如，Canagarajah，2007）。研究还记录了在许多情况下个人通过英语能力获得授权并将语言视为其身份的一个组成部分的各种方式（例如，Lamb，2007）。这些人的经历提出了一些有趣的问题，需要进一步研究个人创造力与英语作为国际语言传播的语境条件之间的相互作用。此类研究有助于揭示个体学习者如何激励自己并维持他们在特定环境下自主努力发展英语能力的动力。语言学习研究一致表明，自主语言学习者以强烈的动机、对学习有效的信念以及帮助他们实现语言学习目标的策略来维持学习，所有这些都被认为是自主语言学习的重要组成部分（Oxford，2003；2008；Wenden，1998；2002；Yang，1999；Zhang，2003）。鉴于人们越来越关注个体学习者的情境化学习努力，最近的研究挑战了将动机视为学习者持久心理特征的概念，并开始比以往任何时候都更加强调其社会建构的动态性质（例如，Al-Shehri，2009；Gao，2006；2007；2010；Ushioda，2011；Ushioda＆Dörnyei，2009）。这些研究论证了“理想”的核心地位
The rise of English as an international language has always been a controversial issue. Its critics condemn the global dominance of English as a form of linguistic imperialism, in which hegemonic powers like Great Britain and the United States extend their influence and interests by promoting the teaching and learning of English (eg, Phillipson, 1992). In contrast, others have observed that the ascension of English as an international language has been supported by individuals in various contexts who appropriate the language as a means to pursue their localised interests and agenda (eg, Canagarajah, 2007). Research has also documented various ways in which individuals in many contexts are empowered by their English competence and see the language as an integral part of their identity (eg, Lamb, 2007). These individuals’ experiences raise intriguing questions for further research on the interplay between the individual creativity and contextual conditions under which English has spread as an international language. Such research helps reveal how individual learners motivate themselves and sustain their motivation in their autonomous efforts to develop English competence in particular contexts. Language learning research has consistently demonstrated that autonomous language learners sustain their learning with a strong motivation, beliefs in what works in learning, and strategies that help them achieve their language learning objectives, all considered essential components of autonomous language learning (Oxford, 2003; 2008; Wenden, 1998; 2002; Yang, 1999; Zhang, 2003). In the light of this growing attention to individual learners’ contextualised learning efforts, recent research has challenged the conceptualisation of motivation as an enduring psychological characteristic of the learner and begun to place greater emphasis than ever on its socially constructed, dynamic nature (eg, Al-Shehri, 2009; Gao, 2006; 2007; 2010; Ushioda, 2011; Ushioda & Dörnyei, 2009). These studies have argued for the centrality of ‘ideal
影响因子：
3
作者：
Wenger, E
通讯作者：
Wenger, E