華裔學習者跨文化族群認同及其傳承語習得研究

Chinese Heritage Language Learners' Transcultural Ethnic Identity and Heritage Language Acquisition

10.29748/TJCSL.201312_(7).0003

王建勤(Jian-Qin Wang)

跨文化 ； 族群認同 ； 傳承語習得 ； trans-culture ； ethnic identity ； heritage language ； acquisition

臺灣華語教學研究

2期．總第7期（2013 / 12 / 01）

37 - 53

繁體中文

本研究擬從兩個方面來探討華裔學習者的族群認同與習得問題：一是華裔學習者如何面對雙向族群認同，採取哪些認同策略；二是華裔學習者不同認同傾向和策略對其傳承語習得產生哪些影響。研究結果表明，華裔學習者由於所在國的社會文化環境及其傳承語教育的政策不同而採取了三種不同類型的認同策略，即「適應策略」、「保留策略」和「同化策略」；此外，華裔學習者雙向族群認同策略對其傳承語的習得與保持的影響是潛在的、間接的，高認同不一定帶來傳承語習得的高水準。針對華裔學習者雙向族群認同的兩難選擇問題，本文提出了「跨文化族群認同」的第三選擇，並針對華裔學習者傳承語習得的現狀提出了可供參考的教學建議。

This paper explores Chinese heritage language learners’ ethnic identity and heritage language acquisition from two aspects. One is that how the learners deal with the bidirectional ethnic identity and what strategies they adopt in face of the dilemma. Another is that how the learners’ strategies of the ethnic identity influence their heritage language acquisition. The results show that the learners adopt different sorts of strategies, e.g. adaptive strategy, preserved strategy, and assimilative strategy. In addition, the learners’ strategies have potential and indirect influences on their heritage language acquisition and maintenance. Therefore, the learner’s high level ethnic identity does not necessarily lead to high level proficiency of his heritage language. Hence, to solve the dilemma of the learners’ bidirectional ethnic identity, this paper proposes the third choice for the learners, i.e. ＂transcultural ethnic identity＂. Moreover, some teaching suggestions for Chinese heritage language learners’ heritage language acquisition are provided.

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