民族地区高校英语教学困境与优化路径——基于学习动机与自我认同的视角

Dilemmas and Optimization Paths of English Teaching in Universities of Ethnic Areas—From the Perspective of Learning Motivation and Self-Identity

摘要: 基于二语习得理论框架，探讨学习动机与自我认同的相互作用机制及其对大学生英语综合应用能力的影响。通过文献分析法梳理国内外研究成果，提出“动机–认同双驱动模型”，并结合湘西民族地区高校英语教学困境，从课程设计、评价体系、学习策略三方面提出能力实施路径，以进一步优化外语学习效果。

Abstract: Based on the theoretical framework of second language acquisition, this study explores the interaction mechanism between learning motivation and self-identity, as well as their impact on college students’ comprehensive English application ability. By sorting out domestic and international research results through the literature analysis method, it proposes the “Motivation-Identity Dual-Drive Model”. Combined with the dilemmas in English teaching at colleges and universities in the Xiangxi ethnic minority areas, the study puts forward practical paths for improving students’ English ability from three aspects: curriculum design, evaluation system, and learning strategies, so as to further optimize the effect of foreign language learning.