CAJ | 학술논문

本文采取定量与定性相结合的研究方法，考察了中国英语学习者双语文化认同的特点和发展过程，探讨了其教学启示意义。研究结果显示：英语学习者双语文化认同的整体趋势是学习者在母语文化认同得以保持的基础上增加了对目的语文化的理解，对目的语文化的了解又促进了母语文化的认知，整体上文化理解能力增强，文化认同趋向综合和多元。英语学习者在双语文化认同的发展中先是体验到文化差异与冲突，籍以不断增强的反思性和批判性意识，逐步整合对母语和目的语文化的理解，进而发展出独立、包容、理性的文化个性。
본문채취정량여정성상결합적연구방법，고찰료중국영어학습자쌍어문화인동적특점화발전과정，탐토료기교학계시의의。연구결과현시：영어학습자쌍어문화인동적정체추세시학습자재모어문화인동득이보지적기출상증가료대목적어문화적리해，대목적어문화적료해우촉진료모어문화적인지，정체상문화리해능력증강，문화인동추향종합화다원。영어학습자재쌍어문화인동적발전중선시체험도문화차이여충돌，적이불단증강적반사성화비판성의식，축보정합대모어화목적어문화적리해，진이발전출독립、포용、이성적문화개성。
By adopting both quantitative and qualitative methods, this paper examines the characteristics of EFL learners' cul- tural identity changes and provides the implications for FL teaching in China. It is found that: firstly, EFL learners gradually de- velop a second cultural identity while remaining their native identity. Based on mutual promotion between English cultural iden- tity and the native, the learners' comprehension of culture tends to be more comprehensive and diverse;secondly, the study also indicates the conflicts and integration of bilingual identity experienced by EFL learners during the process.