民族志方法在中国留学生跨文化学习与实践中的运用
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摘要
中国留学生身处复杂、多变的跨文化教育情境中,其跨文化互动效果直接影响到学业成就与个人综合素质的发展。民族志方法对于中国留学生的跨文化学习与实践有着重要的价值和积极作用,是提高其跨文化综合素养的关键因素。将民族志方法运用于指导和分析跨文化实践与学习,其核心在于培养民族志创作式的学习方法与反思习惯,促进中国留学生在跨文化情境中有意识地进行参与观察,习得并运用信息搜集、文化比较分析等一系列技能,并以更整体性、全局性的眼光与宽容、开放的态度来看待具体的跨文化现象、关键性事件及其背后的意义,从而在文化学习与自我反思的过程中实现自我认知与文化身份认同的重构。
Living in the complicated and changeable cross-cultural education context, Chinese overseas students are greatly influenced by their cross-cultural communication competence. Ethnographic methods are highly valued for improving their cross-cultural learning and practice. The core concepts of applying ethnographic methods under such a context are: 1) developing ethnographic ways of thinking and learning habits by conducting participant observation and text writing; 2) establishing tolerate and open attitudes and considering critical cross-cultural issues from a more comprehensive perspective; and 3) making reflection regularly and thus realizing the reconstruction of self-construal and social-cultural identity.
Living in the complicated and changeable cross-cultural education context, Chinese overseas students are greatly influenced by their cross-cultural communication competence. Ethnographic methods are highly valued for improving their cross-cultural learning and practice. The core concepts of applying ethnographic methods under such a context are: 1) developing ethnographic ways of thinking and learning habits by conducting participant observation and text writing; 2) establishing tolerate and open attitudes and considering critical cross-cultural issues from a more comprehensive perspective; and 3) making reflection regularly and thus realizing the reconstruction of self-construal and social-cultural identity.
引文
[1] 杨军红.来华留学生跨文化适应问题研究[M].上海:上海社会科学院出版社,2009:前言2.
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[4] Geertz, C. The Interpretation of Cultures[M].New York: Basic Book,1973.
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[7] Alvesson, M., & Skoldberg, K. Reflexive Methodologies: Interpretation and Research[M].London: Sage, 2009:8-13.
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[11] 张金岭.中国人类学者海外民族志研究的理论思考[J].西北民族研究,2010,(1):57.
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[14] Byram, M. 跨文化交际能力的教学与评估[M].上海:上海外语教育出版社,2014:16.
[15] Damen, L. Culture Learning: The Fifth Dimension in the Language Classroom [M]. Massachusetts: Addison-Wesley Publishing,1987:302-369.
[16] Wolcott, F. Ethnography Research in Education[A].Jaeger, R. M. (ed). Complementary Method for Research in Education[C].Washington, DC:AERA,1997:328.
[17] Ellis, C. The Ethnographic I: A Methodological Novel about Autoethnography[M]. Walnut Creek, CA: AltaMira Press, 2004.
[18] 李清华.深描民族志方法的现象学基础[J].贵州社会科学,2014,(2):85.
[19] Anderson, L. Analysing Autoethnography[J]. Journal of Contemporary Ethnography, 2006,(35):373-395.
[20] Ellis, C. Jumping on and off the Runaway Train of Success: Stress and Committed Intensity in an Academic Life[J]. Symbolic Interaction, 2011,(34):158-172.
[21] 卢葳诩.以安顿生命为目标的研究方法——卡洛琳·艾理斯的情感唤起式自传民族志[J].社会学研究,2014,(6):225.
[22] Ellis, C. Evocative Autoethnography: Writing Emotionally about Our Lives[A]. Tiemey W., & Lincoln Y., (eds.). Representation and The Text: Re-framing the Narrative Voice[C]. Albany: State University of New York Press,1997:129-131.
[23] Roberts, C., Byram, M., Barro, A., Jordan, S., & Street, B. Language Learners as Ethnographers[M]. Multilingual Matters, 2001.
[2] 王辉耀,苗绿.中国留学发展报告(2016)[M].北京:社会科学文献出版社,2016:53-69.
[3] 陈向明.质的研究方法与社会科学研究[M].北京:教育科学出版社,2000:25.
[4] Geertz, C. The Interpretation of Cultures[M].New York: Basic Book,1973.
[5] Hayano, D. M. Auto-ethnography: paradigms, problems and prospects[J].Human Organization, 1979,(38):99-104.
[6] Reed-Danahay,D. E. (eds.). Auto/Ethnography: Rewriting the Self and the Social[M].UK: Berg., Oxford, 1997:2-6.
[7] Alvesson, M., & Skoldberg, K. Reflexive Methodologies: Interpretation and Research[M].London: Sage, 2009:8-13.
[8] 蒋逸民.自我民族志:质性研究方法的新探索[J].浙江社会科学,2011,(4):11-18.
[9] Ellis, C., & Bochner, A. Autoethnography, Personal Narrative, Reflexivity: Researcher as Subject[A]. In Denzin, N., & Y. Lincoln (eds.). Handbook of Qualitative Research[C]. Thousand Oaks, CA: Sage, 2000.
[10] Alred, G., M. Byram, & M. Fleming.跨文化经历与教育[M].上海:上海外语教育出版社,2014.
[11] 张金岭.中国人类学者海外民族志研究的理论思考[J].西北民族研究,2010,(1):57.
[12] 王铭铭.所谓“海外民族志”[J].西北民族研究,2011,(2):127.
[13] Hymes, D. Language in Education: Ethnolinguistic Essays[M]. Washington: Centre for Applied Linguistic, 1980:25-46.
[14] Byram, M. 跨文化交际能力的教学与评估[M].上海:上海外语教育出版社,2014:16.
[15] Damen, L. Culture Learning: The Fifth Dimension in the Language Classroom [M]. Massachusetts: Addison-Wesley Publishing,1987:302-369.
[16] Wolcott, F. Ethnography Research in Education[A].Jaeger, R. M. (ed). Complementary Method for Research in Education[C].Washington, DC:AERA,1997:328.
[17] Ellis, C. The Ethnographic I: A Methodological Novel about Autoethnography[M]. Walnut Creek, CA: AltaMira Press, 2004.
[18] 李清华.深描民族志方法的现象学基础[J].贵州社会科学,2014,(2):85.
[19] Anderson, L. Analysing Autoethnography[J]. Journal of Contemporary Ethnography, 2006,(35):373-395.
[20] Ellis, C. Jumping on and off the Runaway Train of Success: Stress and Committed Intensity in an Academic Life[J]. Symbolic Interaction, 2011,(34):158-172.
[21] 卢葳诩.以安顿生命为目标的研究方法——卡洛琳·艾理斯的情感唤起式自传民族志[J].社会学研究,2014,(6):225.
[22] Ellis, C. Evocative Autoethnography: Writing Emotionally about Our Lives[A]. Tiemey W., & Lincoln Y., (eds.). Representation and The Text: Re-framing the Narrative Voice[C]. Albany: State University of New York Press,1997:129-131.
[23] Roberts, C., Byram, M., Barro, A., Jordan, S., & Street, B. Language Learners as Ethnographers[M]. Multilingual Matters, 2001.