影响日本华裔学生祖语水平的非教学因素  

A Study of Non-instructional Factors Affecting the Heritage Language Proficiency of Overseas Chinese Students in Japan

作　　者：韦九报 王文豪 Wei Jiubao;Wang Wenhao

机构地区：[1]北京华文学院华侨华人与华文教育研究中心,北京102206 [2]广州大学人文学院/国家语言服务与粤港澳大湾区语言研究中心,广东广州510006

出　　处：《语言战略研究》2024年第6期72-84,共13页Chinese Journal of Language Policy and Planning

基　　金：2023年国家社会科学基金一般项目“日本华裔新生代华语传承与民族共同体意识培养研究”(23BYY132)。

摘　　要：海外华裔学生祖语(中文)学习的研究与中文作为二语学习的研究相比,一个重大差异是:除了教学因素,还要重视非教学因素的影响。对日本某华校小学五年级到初中三年级(11~15岁)学生的调查分析,和对华文教师、华校管理者以及家长的访谈,证实了在个体、家庭和社会三大方面存在着显著影响其祖语水平的8个非教学因素,分别是家庭祖语环境、性别、中国生活经历、华裔血缘、第一语言、国籍、出生地和在日世代,据此构建的预测模型可以解释其近四成的祖语水平差异。这一发现启发我们重新认识国际中文教育:着眼于“国际”,则中国国内只是国际中文教育的场所之一,中文作为祖语的教学应当与中文作为二语的教学一道成为国际中文教育的两大重点;着眼于“教育”,则包含语言学习、课堂教学、学习动机、个体背景、家庭环境、社会文化在内的一切因素,这些应为国际中文教育研究的“全领域”。Compared to research on learning Chinese as a foreign language,studies on overseas Chinese students reveal a significant difference:in addition to instructional factors,non-instructional factors should also be emphasized.In this study,a survey was conducted among students of grades five through nine(aged 11 to 15) at a Chinese school in Japan.In addition,interviews were conducted with Chinese language teachers,school administrators,and parents.The results show that eight non-instructional factors significantly impact the students' proficiency in their heritage language across the individual,family,and societal levels.These factors include the family's linguistic environment,gender,experience of living in China,Chinese ancestry,first language,nationality,place of birth,and generation in Japan.A predictive model constructed based on these factors can account for nearly 40% of the variation in their heritage language proficiency.This finding encourages a rethinking of international Chinese education:from an “international” perspective,China is merely one of the sites of international Chinese education,and teaching Chinese as a heritage language should,alongside teaching Chinese as a second language,become a dual focus of international Chinese education.From an “educational” perspective,all factors—including language learning,classroom instruction,learning motivation,individual background,family environment,and sociocultural context—should be included in the full scope of research on international Chinese education.

关 键 词：日本华裔学生 祖语水平 非教学因素 预测模型 

分 类 号：H002[语言文字—语言学]