六十年海外继承语教育研究综述  

An Overview of Overseas Inheritance Language Education Research in the Past 60 Years

作　　者：杨晓雯[1] 刘莎[1] YANG Xiao-wen;LIU Sha(School of International Chinese Language Education,Yunnan University,Kunming 650091,Yunnan,China)

机构地区：[1]云南大学汉语国际教育学院,云南昆明650091

出　　处：《红河学院学报》2022年第6期124-131,共8页Journal of Honghe University

基　　金：云南大学第一届专业学位研究生实践创新项目:意大利散居华裔汉语继承语学习现状调查研究(2021Y044)。

摘　　要：继承语教育研究20世纪60年代兴起于美国、英国和澳大利亚等英语为主要语言的移民国家。近20年来在世界范围内掀起继承语教育的研究热潮。该文借助CiteSpace可视化分析软件,采用文献计量法对中国知网60年(1962—2022)的继承语研究相关文献进行统计,全面梳理了国外近六十年的发展历程,将其发展历程分为起步阶段、初步探索阶段及快速发展三大阶段。同时,阐明继承语与继承语学习者的基本理论,对该理论的研究热点:国家语言政策、家庭语言政策、继承语者的身份认同及社会语言环境进行归纳概括,并廓清存在的不足。最后指出继承语研究对于海外华人华语研究及其促进华人身份及中华文化认同的意义。Inheritance language education research emerged in the 1960s in immigrant countries such as the United States,Britain and Australia where English is the main language.In the past 20 years,there has been a worldwide upsurge in the study of inheritance language education.With the help of CiteSpace visual analysis software,this paper uses Bibliometrics to count the literature related to inheritance language research of CNKI in the past 60 years(1962-2022).The development process is divided into three stages,the initial stage,the preliminary exploration stage and the rapid development stage.At the same time,it clarifies the basic theory of the inherited language and the learners of the inherited language,and summarizes the research hotspots of the theory,national language policy,family language policy,the identity of the inheritor and the social language environment,and clarifies the existing deficiencies.Finally,it points out the significance of inheritance language research to overseas Chinese’s Chinese language research and promotion of Chinese identity and Chinese cultural identity.

关 键 词：继承语教育 继承语学习者 CITESPACE 

分 类 号：G516[文化科学—教育学]