在对早期语言与性别研究的主要论题和理论流派进行梳理与评述的基础上,本研究以女权后结构主义理论为框架,探讨在多重语言、社会和文化环境中,外语学习者复杂曲折的社会身份重构以及性别身份对其言语行为和外语学习的影响,并就如何提高我国外语教学质量提出了若干建议。 On the basis of combing and commenting on the main topics and theoretical schools of early language and gender studies, this study, based on the theory of feminist post-structuralism, explores the complex and tortuous society of foreign language learners in multiple languages, social and cultural environments Identity reconstruction and the influence of gender identity on their speech acts and foreign language learning, and put forward some suggestions on how to improve the quality of foreign language teaching in China.