中国新疆双语教育与跨文化交际

论文摘要

由于中国的新疆缺少针对双语教育和跨文化交际相关性方面的研究,本文特别就这一问题进行了探讨并形成了一份在实际调查基础上的研究报告。通过简要回顾和介绍双语教育在中国的发展历史,以及双语教育,尤其是像新疆这样的多民族聚居区的双语教育的现实状况,作者指出了在这一领域进行研究的重要性。继而对双语教育和跨文化交际的重要概念和理论进行了梳理,为下一步的调查研究作理论准备。本文作者对来自不同民族的新疆大学生进行了问卷调查,目的是了解双语教育对来自不同文化和教育背景的学生的影响,以探索双语教育和跨文化交际的关系。作者采用了两份问卷,分别是Schwartz的个人价值观问卷调查PVQ和Phinney的少数民族民族身份度量法MEIM,针对价值观和民族身份等和跨文化交际密切相关的指标进行调查,实际获得的有效问卷为250份。问卷调查结果显示,双语教育确实对新疆的维吾尔族学生的价值观有影响,而且双语和单语教育背景的维吾尔族学生都对他们自己的民族身份有着清楚的认识。就跨文化交际而言,双语教育对来自除汉族学生以外其他民族学生有着积极的影响。当和汉族学生交流时,受过双语教育的维吾尔族学生焦虑程度较低,信心较高。此外,双语教育也增进了不同民族之间的相互了解。所有这些调查结果都证实双语教育和跨文化交际存在着密切的关系,而且能够相互促进。

论文目录

• ACKNOWLEDGEMENTS
• Abstract
• 摘要
• Chapter 1 Introduction
• 1.1 The Focus of the Study
• 1.2 Definitions Related to Bilingual Education
• 1.2.1 Bilingual Education
• 1.2.2 Biculturalism
• 1.2.3 Language and Culture
• 1.3 The Background of Bilingual Education in Xinjiang, China and the USA
• 1.3.1 Bilingual Education in Xinjiang
• 1.3.2 Bilingual Education in China
• 1.3.3 Bilingual Education in the USA
• 1.4 The Overall Structure of the Study
• Chapter 2 Literature Review
• 2.1 Literature Review
• 2.1.1 Cultural Identity and Ethnic Identity
• 2.1.2 Values
• 2.1.3 Intercultural Communication
• 2.2 Reviews of the Concepts
• 2.2.1 Beliefs and Concepts on Bilingual Education
• 2.2.2 Beliefs and Concepts on Intercultural Communication
• 2.3 Relationship between the Concepts
• 2.4 The Relationship of Language, Culture and Communication
• 2.4.1 Relationship between Culture and Language
• 2.4.2 Sapir–Whorf Hypothesis
• 2.4.3 Relationship between Culture and Communication
• 2.4.4 Conclusion
• Chapter 3 Research Design, Methodology
• 3.1 Research Questions
• 3.2 Research Methods
• 3.2.1 Portrait Values Questionnaire （PVQ）
• 3.2.2 The Multigroup Ethnic Identity Measure
• 3.3 Research Subjects
• 3.3.1 Subjects for Ethnic Identity Measures
• 3.3.2 Subjects for the Portrait Values Questionnaire
• 3.3.3 Subjects Profile
• 3.3.3.1 Han-Chinese Students
• 3.3.3.2 Uyghur Students with Bilingual Education Background
• 3.3.3.3 Uyghur Students without Bilingual Education Background
• 3.3.4 Sampling Procedures
• 3.4 Data-Collection
• 3.5 Data Analysis
• Chapter 4 Results of the Study
• 4.1 Portrait Values Questionnaire
• 4.2 The Multigroup Ethnic Identity Measure
• 4.2.1 Affirmation and Belonging
• 4.2.2 The Communication Frequency
• 4.2.3 Uncertainty and Anxiety while Communicating with Han-Chinese
• 4.2.4 The Psychological Attitude after Communicating with Han-Chinese
• 4.3 Discussion
• Chapter 5 Conclusion
• 5.1 Major Findings
• 5.2 Application of the Research
• 5.3 Limitations of the Study
• 5.4 Recommendations for Future Research
• Bibliography
• Appendix A Person Profiles IV （M） / PVQ
• Appendix B The Multigroup Ethnic Identity Measure （MEIM）
• Appendix C PVQ in Chinese with Results
• Appendix D MEIM in Chinese with Results