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Why is the Girl "Invisible" as a Learner?--A Critical Ethnographic Study on an English Major Student\'s University Experiences

作　者: 黎华
导　师: 胡美馨
学　校: 浙江师范大学
专　业: 外国语言学及应用语言学
关键词: “隐形”学生话语构建标准化考试新疆人话语文化多元性
分类号: H319
类　型: 硕士论文
年　份: 2010年
下　载: 37次
引　用: 0次
阅　读: 论文下载

内容摘要

在过去的十几年里,针对后进生或者差生的研究不断深入,并正经历着从概括性的统计调查到深入的个案研究的转变,其研究方法也由单一的量的研究逐渐发展到质的研究与量的研究的综合,且质的研究越来越受到教育研究者的重视。本研究关注中国某大学英语专业一名学习者Farida(笔名)。作为一名英语专业学生,Farida难以真正参与到英语专业课堂学习,甚至曾考虑退学,她也无法融入班集体。结果,Farida在大学里变成了一个“隐形人”。为了理解Farida的“隐形”特征我们围绕该学生进行长达一年多的人种志研究(2008/11-2010/04),收集的研究素材包括课堂观察、课堂录音及转写、图片、访谈及访谈转写和叙事写作。我们从福柯话语构建理论视角进行数据分析,旨在回答以下两个问题：为什么Farida作为一个学习者在大学里处于一种“隐形”状态?我们从“隐形”的Farida的故事当中能够得到什么样的教育启示?分析结果显示：标准化考试话语或者标准化教育话语作为一个控制力量,遮盖了学习者的个性。Farida本人、她的老师和她的同学谈论的一些关于她的学业成绩的话语构建了一种“合法”知识,即考试成绩似乎成为了衡量学生的唯一权威标准,考试成绩不及格就意味着一个学习者的完全失败。这种知识阻碍了她本人与周围的人对她的各种学习能力的理解。分析还显示新疆人话语作为了一个“标签”也掩盖了学习者的个性与个体文化,作为新疆人,她被认为是一个“特殊”学生,需要“特殊”对待,成为Farida融入学习群体的一个障碍。作为一个尝试性的研究,本研究给我们提供了一些教育启示,特别是如何对待像Farida这样的边缘化学生。文章认为有必要根据Farida这样的学生,考虑更为多元化的教育评价体系,并呼吁学习群体的文化多元性,以便更好地让被边缘化的学生融入学习群体,从而为像Farida这样的学生提供更有价值的教育经历。

全文目录

Acknowledgements  3-4
Abstract  4-6
摘要  6-7
Contents  7-9
Chapter One Introduction  9-13
  1.1 The origin of the study  9-11
  1.2 The aim of the study  11-12
  1.3 The structure of the thesis  12-13
Chapter Two Literature review  13-20
  2.1 Introduction  13
  2.2 Studies on ethnicity and educational outcome  13-15
  2.3 Studies on under-achievers  15-16
  2.4 Some problems of studies on under-achievers  16-18
  2.5 Originality of my study  18-20
Chapter Three Methodology  20-31
  3.1 Research questions  20
  3.2 Subject  20-21
  3.3 Ethnography as the main research approach  21-23
  3.4 Data collection  23-29
    '3.4.1 Building up a trusting relationship between the researcher and the subject  23-26
    3.4.2 Difficulties in this research  26-27
    3.4.3 The art of ethnographic interview  27
    3.4.4 Writing as inquiry  27-28
    3.4.5 Discussion as a reflection and complement  28-29
  3.5 Data analysis  29
  3.6 A theoretical framework—Discursive formation:a Foucault perspective  29-31
Chapter Four The "invisible" Farida:an narrative inquiry  31-43
  4.1 The "invisible" girl in classroom  31-34
    4.1.1 "She often did not come to class"  31-33
    4.1.2 "I don't want to go back to the university"  33-34
  4.2 The "invisible" girl in life  34-40
    4.2.1 The "invisible" girl in the dormitory  34-35
    4.2.2 "They said that I was a special student"  35-38
    4.2.3 "I want to be a part & I want to make friends with you"  38-40
  4.3 "Everything went on well in Beijing"  40-42
  4.4 Farida's present studying experiences  42-43
Chapter Five Discussion  43-56
  5.1 Standard testing as controlling power veiling learner individuality  43-49
    5.1.1 The explanations from Farida herself and from people around her  43-49
      5.1.1.1 Farida's explanations  43-45
      5.1.1.2 Mr. Hu's explanations  45-46
      5.1.1.3 Monitor's explanations  46-47
      5.1.1.4 Standard testing hindering understanding  47-49
  5.2 Xinjiangren discourse as stereotype label concealing the individuality of Farida  49-53
    5.2.1 "I am not a foreigner"—the recognized identity of Farida  50
    5.2.2 "She is a Xinjiangren"—the recognized difference of Farida  50-52
    5.2.3 Xinjiangren discourse covering the understanding of Farida  52-53
  5.3 A lack of the vision for cultural diversity in the learning community  53-56
Chapter Six Conclusion  56-61
  6.1 Major findings  56-57
  6.2 Implications  57-59
  6.3 Limitations and further studies  59-61
References  61-67
Appendices  67-88
  Appendix 1:An unstructured interview with Mr. Hu, Farida's comprehensive English teacher  67-72
  Appendix 2:An unstructured interview with Farida  72-83
  Appendix 3:An unstructured interview with Farida' head teacher  83-86
  Appendix 4:An interview with Farida's monitor  86-88
研究生期间发表的论文  88-89

Why is the Girl "Invisible" as a Learner?--A Critical Ethnographic Study on an English Major Student\'s University Experiences

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