社会文化身份认知与汉语水平的动态互构——26名北京高校国际留学生研究报告

Dynamic Co-construction of Social Identity Cognition with Chinese Competence:A Report Based on the Study of 26 International Students in Beijing

随着汉语热在全球升温,对外汉语教学理论及实践日益受到关注。目前多数研究为汉语作为母语的本体论研究,而作为二语/外语的语言比较、心理、认知、社会、文化方面的研究尚处于初级阶段。本研究通过6个月对26位在京留学生的密切观察和系列访谈,探究留学生的社会身份与汉语水平的互构关系,旨在丰富汉语二语习得的社会文化理论。本文提出“权势—身份—汉语学习”的动态研究模式,分别从目标设定、社会网络、学习投入、权势关系、主体身份五个维度对留学生的访谈进行分析,考察不均衡的社会权势关系如何通过主体性与主体身份互相构筑,并如何外化为不同的学习表现。

With the global increase of enthusiasm in Chinese learning, theory and practice concerning the teaching of Chinese as a foreign language have growingly gained attention.Currently most of the researches are ontological studies of Chinese as the mother tongue. Researches on Chinese as the second/foreign language as regards language comparison, psychology, cognition, society and culture remain at the preliminary stage. This study aims to enrich the socio-cultural theory of Chinese teaching and acquisition, and explores the co-construction of international students’ social identity with their Chinese level through 6 months close observation and interview of 26 international students in Beijing. This paper proposes the "power-identity-Chinese acquisition" dynamic model incorporating 5 dimensions: adequation, social network, investment, power perception and subjectivity as the analytical tool to investigate how the perceived unequal social power relation co-constructs with agentive identity and how it is externalized into various Chinese language and culture acquiring performance.