长期以来,二语写作领域较多关注学习者的研究,而对承担写作教学任务的写作教师的研究则相对少见。实际上,写作教师的教学理念、写作观、成长经历直接影响着他们的写作教学实践。近年来兴起的身份研究为了解写作教师的个体成长经历与职业身份塑成提供了新的研究视角。文章以文献分析方法为主,系统梳理写作教师身份与二语写作之间的关系,从写作教师的身份特征入手,探讨写作教师职业身份建构,写作教师写作实践,写作教师身份研究方法等层面内容。结果显示:二语写作教师存在:(1)身份定位认识不清;(2)“重语言教学、轻写作教学”,“重技能修改、轻内容文体讲解”;(3)“重 ‘教’、轻‘写’”等问题。结论与启示:二语写作教师身份直接影响着他们的教学实践。同时,文章从研究主题(人工智能)、研究方法(叙事研究)和研究对象(学生主体)层面展望了二语写作教师身份研究领域的新课题,希冀对二语写作教学提供多维思考与启示。
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