日本大学汉语继承语学习者的身份认同与汉语学习——基于四名华裔学生的纵向调查

Identity and Language Learning of Chinese as a Heritage Language Learners in Japanese Universities: Based on a Longitudinal Survey of Four Japanese Chinese Students

随着中国移民和跨国婚姻的增加,近几年就读日本大学并选修汉语课程的华裔学生的数量也逐渐增多。本文以日本大学的4名汉语继承语学习者为研究对象,运用生命故事访谈法和语言能力调查,进行了为期4年的纵向语言能力调查,并参照欧洲语言共同参考框架自我评价表和汉语水平考试(HSK)成绩,分析了被试的语言背景和身份认同在他们学习继承语时所产生的影响。结果显示,如果学生对自己的语言背景有积极的看法,就会有明确的学习目的,从而对汉语学习产生更大的动力。文章提出应该提供适合于继承语学习者的语言教育。

In recent times,with the increase of immigration and transnational marriages,Japan is seeing an increase of students with Chinese roots taking Chinese language courses at Japanese universities.We conducted this four-year study utilising longitudinal survey of four heritage language learners at Japanese universities.Employing two survey methods:①the life story interview method;②the language proficiency survey.For the language proficiency survey,we referred to the CEFR self-assessment scale and the results of HSK(1.0).In this study,we analyzed the influence of their background and identity to their heritage language learning.The findings reveal that students confident of their linguistic background exhibits a clear learning purpose,which creates greater motivation for Chinese language learning.This study suggests suitable language education for heritage language learners.