Analysis Of Second Language Self-identity Changes Of Chinese Learners From Different Regions

This paper focused on Chinese learners who lived in China as the subjects, used qualitative and quantitative methods. Through large-scale questionnaire survey and case interview, the study investigated second language self-identity changes of Chinese learners.According to the specific performance of self-identity changes of learners from different regions, the author analyzed reasons of self-identity difference. The study put forward corresponding strategies from the level of learners and teachers, aiming at guiding Chinese learners to have positive second language self-identity changes.In this study, the author consulted the questionnaire of self-identity changes created by Professor Gao Yihong and rewrote some items for Chinese learners.200 questionnaires were sent out. Statistical software SPSS 19.0 was used to do data statistics and analysis on 175 copies of valid questionnaires. Chinese learners’ second language self-identity changes were significantly correlated with regional factor.The survey results showed as follows:(1)The degree of self-confidence of Chinese learners is higher than negative degree of self-confidence; learners who generated in positive change (additive change and productive change) were more than learners who had negative changes(subtractive change and disruptive change); the degree of positive changes was higher than that of negative changes. The number of learners who had productive changes was the largest, meanwhile the degree of the change run up to the highest level, disruptive change went the other way round in number and degree. (2) Japanese and Korean learners showed large differences in confidence and self-identity change with European and American learners, most of Japanese and Korean learners had high level of productive changes, European and American learners were more confident, but the degree of their disruptive changes were high; (3) The degree of ethnic Chinese learners’ self-identity change was higher than the sample average, but the internal consistency was poor.The author designed semi-structured interview outline and conducted individual interviews of 6 Chinese learners. All the interviews were taped. The interview showed that historical culture, social background and learning and growth experience of the Chinese learners resulted in differences of second language self-identity changes.To guide Chinese learners to have positive second language self-identity changes, the author developed the following strategies from the learner level:(1) to understand the second language environment; (2) to clear learning objectives; (3) to develop hobbies; (4) to expand social circle. The author also gave suggestions for teachers:(1) to teach on difference; (2) to resolve cultural conflicts effectively; (3) to strengthen self-cultivation.This paper proved and improved the theory of self-identity change of second language learners. It filled the lack of domestic research in second language environment to a certain extent. The research verified the hypothesis of influence of regional factor on Chinese learners’ second language self-identity change in practice. The research results were of positive significance to the Chinese teaching and learning process.