Korean-Chinese Translation Report Of Project Bidding Document

Taylor(2013)defines identity as an individual self-system.In foreign language learning,identity embodies the relationship between imposed L2 self and ideal L2 self in the individual self-system.According to her quadrupole model of identity,learners have four different types of identity: submissive self-system,duplicitous self-system,rebellious self-system and harmonious self-system.From the perspective of learners’ identity types,this study aims to research the influence of high school students’ imposed and ideal L2 self on their identity,explore the relationship between English learning autonomy and learning engagement,and verify the internal mechanism of the conversion of autonomy into learning engagement.The specific research questions include: 1.What is the relationship between high school students’ English learning autonomy and learning engagement? 2.Do different identity types mediate the relationship between high school students’ English learning autonomy and engagement? If they do,how do they mediate the relationship? 3.How does identity affect high school students’ English learning in the process of adjustment?This study examines the moderating effect of identity on the relationship between autonomy and learning engagement in English learning by a questionnaire and a semistructured interview conducted among 360 grade two students of a senior high school in Qingdao.The results show that the more the students’ autonomy is,the higher the degree of learning engagement is.For 70% of the subjects,their ideal self and imposed self in their L2 self-identity conflict.Submissive self-system,duplicitous self-system,and harmonious self-system positively moderates the relationship between students’ autonomy and learning engagement.The rebellious self-system,on the contrary,has a negative moderating effect on the relationship between students’ autonomy and learning engagement.The study of the moderating effect of identity on autonomy and engagement in English learning provides many inspirations for English teaching practice.Teachers should pay attention to the psychological mechanism behind the students’ autonomy.They should fully understand the students and provide opportunities of free creation and self-expression.Teachers should guide the students to build a positive identity so that they participate in English classes in a higher quality and get engaged in English learning to a higher degree.