ENDORSING SENSE OF IDENTITY FOR COLLEGE STUDENTS’ ENGLISH LANGUAGE PERFORMANCE
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Published:
Dec 12, 2016
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Abstract
Triggered by the lack of students’ sense of identity in English regular class effects their language achievement, this research aimed at developing a kind of teaching mode for building students’ sense of identity with a series of teaching activities. Targeted at 55 non-English major students for one semester, the experiment was to explain the effectiveness of this kind of mode in endorsing student’s sense of identity. Here, the researcher used teaching observation and students’ feedback to collect the data. It revealed that the kind of mode can help improve students’ sense of identity, intrigue their interest, and improve their English learning efficiency.
Keywords: sense of identity, college English, regular class, English class, teaching researchArticle Details
How to Cite
Wei, Y., & Zhang, L. (2016). ENDORSING SENSE OF IDENTITY FOR COLLEGE STUDENTS’ ENGLISH LANGUAGE PERFORMANCE. English Review: Journal of English Education, 5(1), 149-158. https://doi.org/10.25134/erjee.v5i1.388
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References
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Zhang, Z., & Jin, S. (1996). Social Psychology. Beijing: People’s Education Press.
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.
Qin, Lili., & Dai Weidong. (2013). The Construction of Motivational Self System in College English Learning from the Aspect of Activity Theory. Foreign Language World. 6, 23-31.
Lantolf. J. P., &Thorne, S. L. (2007). Sociocultural theory and second language learning. In B. VanPatten & J. Williams (Eds.), Theories in Second Language Acquisition (201-23). Mahwah, NJ : Lawrence Erllbaum Associates.
Wertsch, J. (1985). Vygotsky and the Social Formation of Mind [M]. Cambridge: Harvard University Press.