层级视域下来华外籍教师汉语语用自主性与社会文化适应研究
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摘要
随着我国高校国际合作办学的深入开展,来华外籍教师面临融入中国社会文化、教育环境和语言使用等问题。目前相关研究多聚焦外教教学和管理,本研究则基于层级视角探究在上海高校工作的8名不同语言背景的外教在汉语语用自主性和社会文化适应等方面的情况。研究结合口语话语填充任务、社会文化适应半结构化访谈、民族志观察及民族志访谈、微信朋友圈等多种工具收集数据,发现外教对机构、社会层级中的资源有不同的划分标准和组装利用方式,致使其汉语语用发展和语用选择呈现复杂的分化现象,与其对当地社会文化环境的适应过程相互作用。
International cooperation in the Chinese higher educational context has witnessed rapid development,which presents challenges for migrant teachers to acculturate into the sociocultural and educational context. While previous migrant studies mostly centered on teaching effectiveness and management,this study draws on a scalar perspective and investigates the dynamic interaction between migrant teachers' Chinese pragmatic development and sociocultural adaptation.Eight participants completed a spoken DCT and semi-structured interviews on sociocultural adaptation,with ethnographic interviews,observation and Wechat moments as supplementary data.The findings show that due to different scaling standards and ways of assembling resources in the institutional and social scales,their Chinese pragmatic development and pragmatic choices displayed complex trajectories of divergences,which interacted with their acculturation into the local sociocultural context.
International cooperation in the Chinese higher educational context has witnessed rapid development,which presents challenges for migrant teachers to acculturate into the sociocultural and educational context. While previous migrant studies mostly centered on teaching effectiveness and management,this study draws on a scalar perspective and investigates the dynamic interaction between migrant teachers' Chinese pragmatic development and sociocultural adaptation.Eight participants completed a spoken DCT and semi-structured interviews on sociocultural adaptation,with ethnographic interviews,observation and Wechat moments as supplementary data.The findings show that due to different scaling standards and ways of assembling resources in the institutional and social scales,their Chinese pragmatic development and pragmatic choices displayed complex trajectories of divergences,which interacted with their acculturation into the local sociocultural context.
引文
[1]Bardovi-Harlig,K.& W.Su.2018.The acquisition of conventional expressions as a pragmalinguistic resource in Chinese as a foreign language[J].The Modern Language Journal,(4):732-757.
[2]Beltrán-Planques,V.& M.Querol-Julián.2018.English language learners’ spoken interaction:What a multimodal perspective reveals about pragmatic competence[J].System,(1):1-11.
[3]Blommaert,J.2010.The Sociolinguistics of Globalization[M].New York:Cambridge University Press.
[4]Canagarajah,S.2016.Shuttling between scales in the workplace:Reexamining policies and pedagogies for migrant professionals[J].Linguistics & Education,(34):47-57.
[5]Canagarajah,S.2017.The Routledge Handbook of Migration and Language[M].London & New York:Routledge.
[6]Canagarajah,S.2018.Translingual practice as spatial repertoires:Expanding the paradigm beyond structuralist orientations[J].Applied Linguistics,(1):31-54.
[7]De Costa,I.2016.Scaling emotions and identification:Insights from a scholarship student[J].Linguistics and Education,(34):22-32.
[8]De Costa,I.& S.Canagarajah.2016.Introduction:Scales analysis,and its uses and prospects in educational linguistics[J].Linguistics and Education,(3):1-10.
[9]Gu,M.2018.Identity construction and scale making of migrant university students in multilingual settings:A scalar analysis[J].International Journal of Bilingual Education & Bilingualism,(3):1-16.
[10]Hsieh,H.& E.Shannon.2005.Three approaches to qualitative content analysis[J].Qualitative Health Research,(9):1277-1288.
[11]Ishihara,N.& E.Tarone.2009.Subjectivity and pragmatic choice in L2 Japanese:Emulating and resisting pragmatic norms[A].In N.Taguchi (ed.).Pragmatic competence:Mouton series in pragmatics 5[C].Berlin:Mouton de Gruyter.
[12]Kim,Y.2014.Learner investment,identity,and resistance to second language pragmatic norms[J].System,(45):92-102.
[13]Li,C.& X.Gao.2017.Bridging “what I said” and “why I said it”:The role of metapragmatic awareness in l2 request performance[J].Language Awareness,(4):170-190.
[14]Li,W.2018.Translanguaging as a practical theory of language[J].Applied Linguistics,(1):9-30.
[15]Pennycook,A.2017.Translanguaging and semiotic assemblages[J].International Journal of Multilingualism,(2):1-14.
[16]Ren,W.2013.The effect of study abroad on the pragmatic development of the internal modification of refusals[J].Pragmatics,(4):715-741.
[17]Ren,W.2014.A Longitudinal investigation into L2 learners’ cognitive processes during study abroad[J].Applied Linguistics,(5):575-594.
[18]Ren,W.2015.L2 Pragmatic Development in Study Abroad Contexts[M].Bern:Peter Lang.
[19]Ren,W.2018.Pragmatic strategies to solve and preempt understanding problems in Chinese professionals’ emails when using English as lingua franca communication[J].International Journal of Bilingual Education and Bilingualism,(8):968-981.
[20]Sánchez-Hernández,A.2018.A mixed-methods study of the impact of sociocultural adaptation on the development of pragmatic production[J].System,(75):93-105.
[21]Su,Y.& W.Ren.2017.Developing L2 pragmatic competence in mandarin Chinese:Sequential realization of requests[J].Foreign Language Annals,(2):433-457.
[22]Taguchi,N.2011.The effect of L2 proficiency and study-abroad experience on pragmatic comprehension[J].Language Learning,(61):904-939.
[23]Taguchi,N.2013.Production of routines in L2 English:Effect of proficiency and study-abroad experience[J].System,(41):109-121.
[24]Taguchi,N.& C.Roever.2017.Second Language Pragmatics[M].Oxford:Oxford University Press.
[25]Taguchi,N.,F.Xiao & S.Li.2016.Effects of intercultural competence and social contact on speech act production in a Chinese study abroad context[J].Modern Language Journal,(4):1-22.
[26]Wilson,J.,C.Ward,H.Fetvadjiev & A.Bethel.2017.Measuring cultural competencies:The development and validation of a revised measure of sociocultural adaptation[J].Journal of Cross-Cultural Psychology,(10):1475-1506.
[27]董洁.2016.全球化语境下北京“海归”的语言社会身份——民族志个案研究报告[J].语言学研究,(1):27-38.
[28]董洁 J.Blommaert.2011.语言与空间移动[J].中国社会语言学,(1):1-9.
[29]李茨婷任伟.2018.第三空间理论下二语语用能力和语用选择研究[J].外语与外语教学,(2):68-78.
[30]任伟.2018.汉语请求言语行为的变异语用学研究[J].外国语,(4):66-75.
[31]任伟李思萦.2018.二语语用习得国际研究热点及趋势[J].外语教学,(4):18-23.
(1)囿于篇幅,读者若有兴趣可向作者索取附录。
(2)囿于篇幅,本文主要关注外教短期内的语用发展变化,而不是语用产出策略的使用,因此数据呈现部分并未包括语用策略的描述。
(3)Interviewer缩略为I,进行访谈的研究者是本文第二作者。
[2]Beltrán-Planques,V.& M.Querol-Julián.2018.English language learners’ spoken interaction:What a multimodal perspective reveals about pragmatic competence[J].System,(1):1-11.
[3]Blommaert,J.2010.The Sociolinguistics of Globalization[M].New York:Cambridge University Press.
[4]Canagarajah,S.2016.Shuttling between scales in the workplace:Reexamining policies and pedagogies for migrant professionals[J].Linguistics & Education,(34):47-57.
[5]Canagarajah,S.2017.The Routledge Handbook of Migration and Language[M].London & New York:Routledge.
[6]Canagarajah,S.2018.Translingual practice as spatial repertoires:Expanding the paradigm beyond structuralist orientations[J].Applied Linguistics,(1):31-54.
[7]De Costa,I.2016.Scaling emotions and identification:Insights from a scholarship student[J].Linguistics and Education,(34):22-32.
[8]De Costa,I.& S.Canagarajah.2016.Introduction:Scales analysis,and its uses and prospects in educational linguistics[J].Linguistics and Education,(3):1-10.
[9]Gu,M.2018.Identity construction and scale making of migrant university students in multilingual settings:A scalar analysis[J].International Journal of Bilingual Education & Bilingualism,(3):1-16.
[10]Hsieh,H.& E.Shannon.2005.Three approaches to qualitative content analysis[J].Qualitative Health Research,(9):1277-1288.
[11]Ishihara,N.& E.Tarone.2009.Subjectivity and pragmatic choice in L2 Japanese:Emulating and resisting pragmatic norms[A].In N.Taguchi (ed.).Pragmatic competence:Mouton series in pragmatics 5[C].Berlin:Mouton de Gruyter.
[12]Kim,Y.2014.Learner investment,identity,and resistance to second language pragmatic norms[J].System,(45):92-102.
[13]Li,C.& X.Gao.2017.Bridging “what I said” and “why I said it”:The role of metapragmatic awareness in l2 request performance[J].Language Awareness,(4):170-190.
[14]Li,W.2018.Translanguaging as a practical theory of language[J].Applied Linguistics,(1):9-30.
[15]Pennycook,A.2017.Translanguaging and semiotic assemblages[J].International Journal of Multilingualism,(2):1-14.
[16]Ren,W.2013.The effect of study abroad on the pragmatic development of the internal modification of refusals[J].Pragmatics,(4):715-741.
[17]Ren,W.2014.A Longitudinal investigation into L2 learners’ cognitive processes during study abroad[J].Applied Linguistics,(5):575-594.
[18]Ren,W.2015.L2 Pragmatic Development in Study Abroad Contexts[M].Bern:Peter Lang.
[19]Ren,W.2018.Pragmatic strategies to solve and preempt understanding problems in Chinese professionals’ emails when using English as lingua franca communication[J].International Journal of Bilingual Education and Bilingualism,(8):968-981.
[20]Sánchez-Hernández,A.2018.A mixed-methods study of the impact of sociocultural adaptation on the development of pragmatic production[J].System,(75):93-105.
[21]Su,Y.& W.Ren.2017.Developing L2 pragmatic competence in mandarin Chinese:Sequential realization of requests[J].Foreign Language Annals,(2):433-457.
[22]Taguchi,N.2011.The effect of L2 proficiency and study-abroad experience on pragmatic comprehension[J].Language Learning,(61):904-939.
[23]Taguchi,N.2013.Production of routines in L2 English:Effect of proficiency and study-abroad experience[J].System,(41):109-121.
[24]Taguchi,N.& C.Roever.2017.Second Language Pragmatics[M].Oxford:Oxford University Press.
[25]Taguchi,N.,F.Xiao & S.Li.2016.Effects of intercultural competence and social contact on speech act production in a Chinese study abroad context[J].Modern Language Journal,(4):1-22.
[26]Wilson,J.,C.Ward,H.Fetvadjiev & A.Bethel.2017.Measuring cultural competencies:The development and validation of a revised measure of sociocultural adaptation[J].Journal of Cross-Cultural Psychology,(10):1475-1506.
[27]董洁.2016.全球化语境下北京“海归”的语言社会身份——民族志个案研究报告[J].语言学研究,(1):27-38.
[28]董洁 J.Blommaert.2011.语言与空间移动[J].中国社会语言学,(1):1-9.
[29]李茨婷任伟.2018.第三空间理论下二语语用能力和语用选择研究[J].外语与外语教学,(2):68-78.
[30]任伟.2018.汉语请求言语行为的变异语用学研究[J].外国语,(4):66-75.
[31]任伟李思萦.2018.二语语用习得国际研究热点及趋势[J].外语教学,(4):18-23.
(1)囿于篇幅,读者若有兴趣可向作者索取附录。
(2)囿于篇幅,本文主要关注外教短期内的语用发展变化,而不是语用产出策略的使用,因此数据呈现部分并未包括语用策略的描述。
(3)Interviewer缩略为I,进行访谈的研究者是本文第二作者。