Through the lens of a community of practice as a social learning system, this article analyses the peer interactions of a group of four college learners of English as a foreign language in a peer feedback activity with the focus on the writer – the top student, Wang. The study uses an ethnographical way to interpret Wang’s discourse actions in participation in a learning group of four as part of the English-classroom community of practice. The focus of the analyses is on the practices for understanding how Wang constructed her identities as a way of participation; how she, as well as the other learners, identified with the practices; how the peer feedback activity as a social learning system worked; and what Wang learned from it. The study witnesses three modes of Wang’s identification with this local English-learning community of practice (engagement, imagination and alignment); her changing participation in terms of modulating her identity investment in the social practice (as a master, novice and non-participant); the different meanings negotiated or circulated in the learning system (linguistic, social, interpersonal, etc.); and the implicit as well as explicit knowledge Wang may learn from it.

中文翻译：

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作为不断变化的参与进行学习：同伴反馈活动的话语实践中的身份投资

通过作为社会学习系统的实践社区的镜头，本文分析了在同feedback反馈活动中，四个以英语为外语的大学生群体的同the互动，重点是作者-最佳学生王。这项研究使用人种学的方法来解释王的参与英语课堂实践社区的四人学习小组中的话语行为。分析的重点是了解王女士如何以参与方式构造自己的身份的实践。她以及其他学习者如何认同这些做法；同伴反馈活动作为一种社会学习系统如何运作；王先生从中学到了什么。这项研究见证了王先生与本地英语学习实践社区的认同模式（参与度，想象力和结盟性）；在调整自己对社会实践的身份投资方面（包括大师，新手和非参与者），她的参与度正在不断变化；在学习系统中协商或传播的不同含义（语言，社会，人际关系等）；Wang可以从中学习隐性知识和显性知识。