本科四年的专业学习将为大学生后续的学业深造和职业规划产生基础性影响。然而，尽管存在这种影响，部分学生专业认同的获得和发展会受到个体和环境的阻碍。因此，有必要开展此研究，以了解英语专业学生专业认同发展经过并探寻其影响因素。 

本研究采用质性研究范式的叙事研究方法，通过半结构式访谈收集叙事材料，对 B 大学英语专业本科生四年专业学习经验进行细致深入的描写，并据此勾勒出其专业认同发展变化的一种可能路径。研究通过对访谈对象的叙事进行分析，将叙事中展现出来的专业认同划分为四个阶段，依次是入学前迷茫期，大一年级激烈对抗期，二、三年级的初步和解和专业认同探寻期，以及大四年级基本获得专业认同期。接下来，本研究从专业认同四维度（专业认知、专业情感、专业行为和专业适切）的视角切入，分别分析其背后蕴含的影响因素。 

本研究为英语专业学生的专业认同相关研究提供了一个较为详细的叙事研究案例。本研究的发现也可以为相关教育工作者采取措施提升英语专业学生专业学习效率和学习幸福感提供灵感。未来此类研究可以采取更微观的视角，探讨专业认同的四个维度，即专业认知、专业情感、专业行为和专业适切之间的作用机制。

Completing a four-year undergraduate program has a profound impact on a student’s future academic and professional endeavors. However, students may encounter obstacles in fully developing their professional identity. Therefore, it is imperative to conduct research into the development of professional identity among university students and to explore the influencing factors underneath. 

This study adopted a narrative research method of qualitative paradigm. A senior English major student at B University participated in the study. Narrative materials were collected through semi-structured interviews to provide a detailed and in-depth description of the four-year professional learning experiences of English undergraduates at B University, and to outline the path of professional identity development accordingly. The professional identity development of the participant was divided into four stages based on the analysis of collected narratives: The period of confusion before enrollment, of intense confrontation in the first year, of initial reconciliation and professional identity exploration in the second and third years, and of basic acquisition of professional identity in the fourth year. Then the study analyzed the influencing factors through the theoretical scope of the four dimensions of professional identity (professional cognition, professional emotionality, professional behavior, and professional suitability). 

This study provides a detailed narrative research on the professional identity of English major students. The findings may inspire educators to take measures to enhance English majors’ professional learning efficiency and learning well-being. Related studies in the future could take a microscopic perspective and explore the specific interacting mechanism between the specific dimensions of professional identity.