This paper reports the results of a review of 33 journal articles chosen from 87 empirical studies on learner identity in Chinese as a foreign/second language (CFL/CSL) education, published during the years 2005–2019. By analyzing the co-occurrence of keywords in these Social Science Citation Index (SSCI) journal articles, this review identifies the theoretical perspectives and topical trends of CFL/CSL education research on learner identity. The review shows that while such post-structuralist theories and notions as capital, identity and investment model have continued to play a predominant role in CFL/CSL identity research, interdisciplinary perspectives seem to also demonstrate their theoretical value and interpretive power. Furthermore, the review found that researchers explored a wide array of topical issues in relation to learner identity involved in the complex linguistic and social ecology of Chinese language learning. The review concludes with suggestions for future projects to consider that expand the thematic and theoretical scope by exploring intersections between different social categories and learner identities in societal contexts.

本文报告了对 2005 年至 2019 年发表的 87 篇关于汉语作为外语/第二语言（CFL/CSL）教育学习者身份的实证研究中选出的 33 篇期刊文章的综述结果。通过分析这些社会科学引文索引（SSCI）期刊文章中关键词的共现情况，本文总结了 CFL/CSL 教育研究中学习者身份的理论观点和主题趋势。回顾表明，资本、身份、投资模式等后结构主义理论和概念在CFL/CSL身份研究中继续发挥主导作用的同时，跨学科视角似乎也展现了其理论价值和解释力。此外，审查发现，研究人员探索了与汉语学习复杂的语言和社会生态相关的学习者身份相关的广泛话题问题。审查最后提出了对未来项目的建议，以通过探索社会背景下不同社会类别和学习者身份之间的交叉点来扩大主题和理论范围。