探究中国高校少数民族大学生的多语观念——基于超语视角

Exploring Multilingual Beliefs among Ethnic Minority University Students in China—A Translanguaging Perspective

摘要: 随着人们掌握第二种甚至多种语言的需求越来越迫切，近年来蓬勃发展的多语语言习得已成为外语教学的焦点。然而，目前国内对少数民族二语习得或多语习得的研究仍较为匮乏，尤其是在大学教育背景下的实证研究。尽管汉语和英语占主导地位，但少数民族的母语无疑是其语言机能的重要组成部分，三者之间的互动值得探讨。本文以X大学的少数民族本科生为例，采用定性研究的研究方法及半结构化访谈的研究方式，将探索少数民族的多语观念。本研究立足于实际的多语习得实践，旨在调查中国高校少数民族大学生的多语观念，以期为语言教学提供一些启示。研究发现，学生总体对多语持有积极观念，但与此同时也表达了对多语学习的担忧与存在的挑战，其中家庭教养和学习环境作为主要的形成影响因素，并影响着语言使用者在不同交际环境中的语言选择与使用。这些发现为语言教育实践提供了重要启示。

Abstract: With the increasing need for individuals to acquire a second or even multiple languages, the rapidly developing field of multilingual language acquisition has become a focal area in foreign language education research in recent years. However, research on second language acquisition (SLA) and multilingual acquisition among ethnic minority groups in China remains relatively limited, particularly empirical studies conducted in higher education contexts. Although Mandarin Chinese and English occupy dominant positions, ethnic minority students’ native languages undoubtedly constitute an essential component of their linguistic repertoires, and the interaction among these languages deserves further investigation. Taking ethnic minority undergraduate students from X University as a case, this study adopts a qualitative research approach and employs semi-structured interviews to explore ethnic minority students’ beliefs about multilingualism. Grounded in actual multilingual acquisition practices, this study aims to investigate how ethnic minority university students in China perceive multilingualism and to provide implications for language education. The findings indicate that students generally hold positive beliefs toward multilingualism; however, they also express concerns and challenges associated with multilingual learning. Family upbringing and learning environments are identified as major factors shaping their multilingual beliefs, which further influence language users’ choices and practices in different communicative contexts. These findings provide important implications for multilingual education practices.