新疆多民族校园语境中的称呼语

Forms of Address in Multi-Ethnic Campus Contexts in Xinjiang

摘要: 在今天全球化与本土多元文化不断相互融合与碰撞的时代，语言不仅是信息传递的媒介，更是直接或间接表达社会关系与文化身份的重要工具。作为人际交往的初始行为，称呼语在新疆多民族高校校园这一典型场域中，充当着构建亲近关系的关键桥梁。本文以跨文化交际理论、社会认同理论和礼貌理论为分析框架，通过纯理论分析路径，科学探讨了新疆校园中四类主要称呼语——民族内部亲缘化称呼、跨民族通用中性称呼、跨文化借用混合称呼及本地化调适的汉语称呼——的使用特点及其背后的底层文化逻辑架构。称呼语的选择绝不是图一时的便利而是深刻反映交际双方对文化距离的感知，同时，基于共同兴趣或经历的“共享称呼语”展现出积极的融合潜力。文章最后从文化共情教育、双向适应模式、包容性语言环境营造等方面，提出了促进民族理解与和谐校园共同体建设的教育启示。

Abstract: In today’s era of continuous interaction and collision between globalization and local multiculturalism, language serves not only as a medium for conveying information but also as a crucial tool—directly or indirectly—for expressing social relationships and cultural identities. As an initial act in interpersonal communication, forms of address play a pivotal role in constructing group boundaries within the typical setting of multi-ethnic university campuses in Xinjiang. Drawing upon theoretical frameworks from intercultural communication theory, social identity theory, and politeness theory, this paper employs a purely theoretical analytical approach to systematically examine the usage patterns and underlying cultural logic of four primary categories of address terms in Xinjiang’s campus contexts: ethnically internal kinship-based address terms, cross-ethnic neutral generic terms, cross-culturally borrowed hybrid terms, and Sinicized locally adapted Chinese address terms. The choice of address terms is never merely a matter of convenience; rather, it profoundly reflects interlocutors’ perceptions of cultural distance. Moreover, “shared address terms” grounded in common interests or experiences demonstrate positive potential for integration. Finally, the paper offers educational implications for fostering inter-ethnic understanding and building harmonious campus communities, emphasizing culturally empathetic education, bidirectional adaptation models, and the cultivation of inclusive linguistic environments.