本研究基于Lea(2008)的学术素养论,提出中国研究型高校环境下的学术英语写作素养构念,即“语言产出+科学思维+元认知管理”的三维能力组合;并从写作教学的社会文化研究取向,采用定性研究范式(隐喻思维策略与半结构化访谈),通过学习者身份建构过程透视大学生的学术英语写作素养课程环境认知。研究发现,大一新生的“话语身份”建构对课程分数、同伴话语、任务在线体验自评等因素均有一定敏感性,而其“活动身份”则是过去、当前、未来不同时间维度因素的多元交互结果。据此提出学术英语写作素养课程环境的主观感知理论模型,主张采用学习者身份建构的教学干预手段,培育学习者共同体,优化写作素养课程环境,促进课程环境的良性感知,改善学习行为与结果。
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