民族认同与传承语焦虑

Ethnic Identity and Heritage Language Anxiety

本文介绍传承语教育中身份与情感研究的最新进展,并尝试通过实证研究在传承语焦虑与民族认同之间建立理论关联,再进一步对传承语学习者做群体内部的差异性分析。基于114名中文传承语学习者的定量分析结果表明,民族认同和传承语读写焦虑之间存在显著的负相关,传承语学习者群体内部也存在不同程度的差异性。具有不同方言背景的学习者在民族认同和语言焦虑上有截然不同的表现:传承语背景为广东话的学生体现出较强的民族认同感,也有较高听说技能焦虑,而普通话背景的学习者则体现出较高的读写焦虑。来自不同移民代的学习者也体现出一定的差异:学习者中的第二代移民比第一代移民有更高的听说焦虑,虽然他们在整体民族认同感上没有明显不同,第二代移民对民族身份所携带的文化内涵表现出更强的探索意愿。这一组发现对传承语教育的教学、教材编写与教师培养有直接的指导意义,此外,本研究也探讨"身份一焦虑"这一关联在传承语教育理论框架建设上的贡献,并为未来研究发展提出建议。

Although much research has examined the link between ethnic identity and heritage language(HL),and language anxiety has been extensively studied in the context of foreign language learning,these two strands have remained essentially separate.This paper presents a study of the correlation between ethnic identity and HL anxiety,with the aim of demonstrating a conceptual link between identity and anxiety in HL learning.This study also investigates ethnic group differences,first between learners with Mandarin background and those with Cantonese background,and then between first and second-generation HL learners.Drawing on data from 114 Chinese as HL learners,the results showed significant negative correlation between the strength of ethnic identity and HL learners' reading and writing anxiety.The study also found significant differences between learners with different dialect backgrounds:learners with Cantonese background displayed a stronger sense of ethnic identity,as well as higher speaking and listening anxiety,whereas learners with Mandarin background experienced higher reading and writing anxiety.In terms of generational differences,the study found that the first and second generations had similar level of ethnic identity.However,the second generation showed a much higher desire to explore the meaning of being Chinese and to participate in ethnic cultural practices.Taking together,the paper discusses the implications to HL education and concludes with suggestions for future research.