影响汉语学习者跨文化认同的个体及社会心理因素

Individual and Sociopsychological Factors on the Cross-Cultural Identity of Chinese Language Learners

本研究以语言、文化、族群、价值观认同为视角,选取美国、印尼和韩国三种不同文化背景下的406名非华裔汉语第二语言学习者为对象,考察了影响其跨文化认同的个体及社会心理因素。通过问卷调查和数据分析,得出以下结论:对美国学习者来说,曾来华的学习者,语言、文化和族群认同程度更高,价值观认同不受影响,汉语学习时间也是如此;四类认同中,文化认同和族群认同与态度和动机之间的相关程度更高,其次是语言认同,价值观认同最低;融合型动机与认同的相关程度普遍高于工具型动机。

The paper targets at 406 non-native learners who take Chinese as a second languagewith their distinct cultural backgrounds from America, Indonesia and Korea. From the linguistic, cultural, ethnic, and ideologicalidentity perspectives, the paper probes to individual and social psychology factors influencing the cross-cultural identity of the interviewees. Through questionnaires and data analyses, it is found that among the American learners, thosewho had studied in China enjoys a higher linguistic, cultural and ethnic identity than those who had not, but their ideological identityare at the same level. Ideological identityis not influenced by the length of time spent in Chinese learning, either. Among the four types of identities, cultural identity and ethnic identity are more influenced by learners＇ attitudes and motivations, while linguistic identity is under less influence, yet ideological identity is least influenced. All the identitiesare of much more relevance with integrative motivation than with instrumental motivation.