新疆维吾尔族英语学习与文化认同研究

发布时间：2018-07-18 11:06

【摘要】：语言不仅与学习者行为规范、文化价值观相联系,同时也构建学习者的身份认同。学习一门外语时,学习者会无意识地获得目的语国家的文化价值观念和思维模式。关于外语学习与文化认同的相关研究,中外学者对不同语境中的外语学习者做了大量理论与实证研究,但关于维吾尔语境中外语学习与文化认同的研究却没有引起足够的关注。新疆自古以来是多民族、多文化交流荟萃之地,因此维吾尔学生具有天然的多元语言与文化的社会环境。汉语作为国家官方语言,成为新疆各族人民的重要交际工具,随着全球化步伐的加剧,越来越多的维吾尔族学生开始学习英语。然而,以穆斯林文化为基础的维吾尔文化也不同于以儒家文化为基础的汉文化和以基督教为基础的英语文化,研究维吾尔学生在学习英语过程中发生的文化认同变化具有重要意义。本研究借鉴高一虹教授研究团队编制的关于外语学习与自我认同量表,以新疆维吾尔族大学生英语学习者为被试,探讨维吾尔语境中外语学习与文化认同相关的一些问题：(1)英语教育是否会对维吾尔族文化认同建构产生影响?(2)“生产性双语现象”是否存在于维吾尔族外语学习者身上?(3)不同因素诸如性别、年级、始学时间、英语水平、动机强度、自信心等对维吾尔族外语学习者文化认同有何影响?研究结果表明：英语学习的确能对维吾尔族学习者文化认同的建构产生影响。具体表现在：第一,尽管维吾尔族英语学习者具有强烈的民族意识,在英语学习过程中也会产生文化冲突,但是总体来讲他们在行为方式、价值观念等方面的改变是“获得性的”而不是“丧失性的”。第二,本研究表明生产性双语现象不局限于“最佳外语学习者”和汉族外语学习者,也存在于维吾尔族外语学习者,目的语和母语的掌握能够相互促进、相得益彰。本研究证实,对于外语学习者来说,“生产性双语现象”是一种普遍存在的现象。第三,在众多影响文化认同的因素当中,除了主观性的情感因素如动机强度、自信心因素外,始学年龄是最重要的人口统计学因素。
[Abstract]:Language is not only related to the norms of the learners' behavior and cultural values, but also the identity of the learners. When learning a foreign language, the learners will unconsciously acquire the cultural values and thinking patterns of the target language countries. A large number of theoretical and empirical studies have been done, but the study of foreign language learning and cultural identity in the Uygur context has not attracted enough attention. Since ancient times, Xinjiang has been a multi-ethnic and multicultural exchange, so Uygur students have natural multi language and cultural environment. Chinese as the official language of the state, As an important communication tool for the people of all ethnic groups in Xinjiang, with the intensification of globalization, more and more Uygur students begin to learn English. However, Uygur culture based on Muslim culture is also different from the Chinese culture based on Confucian culture and the English culture based on Christianity, studying Uygur students in learning. The cultural identity changes in the process of English are of great significance. This study draws on the questionnaire on foreign language learning and self identification compiled by Professor Gao Hong Professor, and takes the Uygur College Students in Xinjiang as the subjects to explore some problems related to foreign language learning and cultural identity in Uygur context: (1) English Education Will there be an impact on Uygur cultural identity construction? (2) does "productive bilingualism" exist in Uygur language learners? (3) how do different factors such as sex, grade, beginning time, English level, motivation intensity and self-confidence affect Uygur language learners' cultural identity? The results show that: Language learning can indeed affect the construction of cultural identity of Uygur learners. First, although Uygur English learners have a strong national consciousness, they will also produce cultural conflicts in the process of English learning, but on the whole they are "acquired" in terms of behavior, values and so on. "Instead of" losing sex ". Second, this study shows that productive bilingualism is not limited to" the best foreign language learners "and the Han foreign language learners, but also in Uygur foreign language learners. The mastery of the target language and mother tongue can promote each other and complement each other. This study confirms that for foreign language learners," productive bilingualism " Phenomenon "is a universal phenomenon. Third, among the many factors affecting cultural identity, the beginning age is the most important demographic factor, except the subjective affective factors such as motivation intensity and self-confidence.
【学位授予单位】：浙江大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H319

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