The Study On Makpr Identity Of Postgraduates Majoring In Teaching As A Chinese Second Language

Along with the expansion of universities, more and more postgraduates are enrolled, some of whom choose programs without careful consideration, leading to less interest and motivation in their study. Against this background situation, Teaching Chinese as a Second Language (TCSL) has its characteristics.The worldwide "Mandarin Fever" sets higher standards for quantity and quality of TCSL teachers; however, the huge market demand has not turned into high major-matched employment rate. The fact that not so many graduates can find stable and well-paid jobs in TCSL is related to the maturity degree of the employment market as well as students’ inner feeling about their major. In order to promote the development of this discipline and give play to leading role of TCSL teachers, we should pay attention to pre-employment education, and help students nurture sincere love for their major, recognize the meaning and value of studying this major, and gradually construct stable major identity.This paper will introduce "major identity", a common concept of developmental psychology and social psychology, to study the cultivation of postgraduates, and focus on the construction of the relationship between their self-identity and major before they make social commitment, as well as the acquisition of membership to TCSL under social forces. With the combination of quantitative and qualitative research, a questionnaire along with interview has been conducted in three "985" project-listed universities in Shanghai, aiming at drawing a general picture of TCSL major identity and its individual difference, exploring factors which influence major identity and analyzing their role in construction and deconstruction of major identity.This paper finds that the major identity level of TCSL postgraduates is above average, the score of four dimensions of major identity is sequenced as devoting behavior>emotional experience>cognitive evaluation>major commitment. Meanwhile, there are distinct individual differences in gender, grade, degree type (academic or professional), cross-disciplinary choice, comprehensive ability of this major, and reasons of choosing TCSL as postgraduate program. As for influencing factors, development situation of TCSL, hardware and software facilities provided by universities, as well as attitude from family, friends and the society towards major are positively correlated to major identity, with the correlation degree sequenced as attitude from family and friends>development of TCSL>university facilities>attitude from the society.Based on this, effective strategies have been put forward to improve major identity. Students can make proper plans for major study, cultivate professional interest, and keep optimistic attitude so as to adjust the relationship between self-identity and major. Universities can appropriately arrange the curriculum, optimize the relationship between tutor and student, and strengthen employment service. With the joint effort of postgraduates and universities, major identity of TCSL can be effectively improved and provide support to the stable development of TCSL.