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首页> 外文期刊>Frontiers in Psychology >“I Am Like a Lost Child”: L2 Writers' Linguistic Metaphors as a Window Into Their Writer Identity
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“I Am Like a Lost Child”: L2 Writers' Linguistic Metaphors as a Window Into Their Writer Identity

机译：“我就像一个失去的孩子”：L2作家的语言隐喻作为他们的作家身份的窗口

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摘要

The past two decades have witnessed a burgeoning literature on L2 writers' identities, especially their discoursal identities. In contrast, little attention is paid to the writers' felt sense of self when they write in an L2, which is an integral dimension of their autobiographical self. In this article, we provide empirical evidence of the nature of this aspect of L2 writer identity. To illustrate, we analyzed linguistic metaphors elicited from three groups of L2 writers ( N = 83), majoring respectively in Thai, Japanese, and English in a Chinese university. Descriptive analysis shows that, due to challenges in content, language, organization, and cultural differences, a majority of L2 writers, especial Thai and Japanese L2 writers, experience a diminishing sense of self when they write in L2. In contrast, some L2 writers, especially English L2 writers, find writing in an L2 liberating, revealing the impact of their individual learning trajectories and pedagogical practices on L2 writers' felt sense of self. Findings suggest that L2 writers' identity work is both complex and dynamic. L2 writing teachers can utilize the metaphor questionnaire as a tool to facilitate their learner needs analysis and to raise L2 writers' metacognition.
机译：过去二十年目睹了L2作家身份的蓬勃发展的文学，特别是他们的疑惑身份。相比之下，当他们在L2中写入时，对作家的自我感觉很少，这是自传自我的一体化维度。在本文中，我们提供了L2作家身份这一方面的本质的经验证据。为了说明，我们分析了来自三组L2作家（n = 83），分别在泰国，日语和英语中的三组引起的语言隐喻。描述性分析表明，由于内容，语言，组织和文化差异的挑战，大多数L2作家，特别是泰国和日本L2作家，在L2中写入时，体验逐渐减少自我意识。相比之下，一些L2作家，尤其是英国L2作家，在L2解放中找到了写作，揭示了他们个人学习轨迹和教学实践对L2作家的感觉自我感受的影响。调查结果表明，L2作家的身份工作既复杂又动态。 L2写作教师可以利用隐喻问卷作为一种工具，以方便他们的学习者需要分析并提高L2作家的元记高。

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