摘要
相较于按照学习发展阶段“从前往后”的预设式研究的固化预测,“从后往前”的回溯式研究可以深入了解二语学习动机的动态变化。用回溯式叙事研究方法探究18位泰国中文学成者的学习经历和内心体验,发现其中文学习动机生成模式为“[外部刺激⇔个体认知]+中介条件”,呈现复杂性、动态性和社会性特征;个体认知特征则表现为环境敏感性、目标长远性及兴趣差异性。动机生成的外部刺激包括:标志性中国文化符号的吸引力,“重要他人”的影响,族裔身份与祖语传承期望;个体认知包括:语言学习兴趣,语言经济价值与个人发展权衡;中介条件包括:泰国教育政策支持、学校专业支持以及发展力资本等。基于此,国际中文教育中应重视以下几个问题:(1)拓宽学习者视野,让学习者充分认识目标语言的价值,培养多元学习观;(2)重视社会文化情境的作用,鼓励学习者尽早体验“真实目的语世界”;(3)对于华裔生来说,要发挥家庭在祖语传承方面的作用;(4)重视学习者职业化发展需求。
Abstract
With the application of the retrospective narrative research method, this study investigates the learning trajectories and internal experiences of 18 advanced Chinese learners in Thailand. The findings show that the generative model of their Chinese learning motivation follows the model of “[external stimulus ↔ individual cognition] + mediating conditions,” embodying intricate, dynamic, and socially embedded attributes. Specifically, individual cognitive characteristics include environmental sensitivity, the establishment of long-term goals, and differences in interests. Meanwhile, the external stimuli encompass the allure of the Chinese cultural symbols, the impact of “significant others,” and the aspirations tied to ethnic identity and ancestral language preservation. Additionally, individual cognition encompasses language learning interest, the perceived economic utility of language proficiency, and the weighing of personal development trade-offs. The mediating conditions include the support from Thailand’s educational policies, professional backing from academic institutions, and developmental power capital, among other factors. In light of these findings, the following considerations warrant emphasis in international Chinese language education: (1) broadening learners’ perspectives to facilitate a comprehensive appreciation of the target language’s value and foster a multifaceted learning outlook; (2) highlighting the pivotal role of social and cultural contexts and advocating for learners’ early immersion in the “authentic target language environment”; (3) the instrumental role of students’ families for the transmission of the ancestrallanguage; (4) prioritizing the professional development needs of learners to enhance their language acquisition journey.
关键词
中文学成者 /
学习动机 /
生成模式 /
泰国
Key words
advanced Chinese learners /
learning motivation /
generative model /
Thailand
张茜雯.
泰国中文学成者学习动机生成模式研究[J]. 语言战略研究. 2025, 10(5): 44-54 https://doi.org/10.19689/j.cnki.cn10-1361/h.20250504
Zhang Qianwen.
A Narrative Study of the Generative Model of the Learning Motivation of Advanced Chinese Learners in Thailand#br#[J]. Chinese Journal of Language Policy and Planning. 2025, 10(5): 44-54 https://doi.org/10.19689/j.cnki.cn10-1361/h.20250504
{{custom_sec.title}}
{{custom_sec.title}}
{{custom_sec.content}}
基金
国际中文教育研究学科重点课题“国际中文教育专业博士协同共享培养模式构建”(22YH02FB),广州市宣传思想文化优秀创新团队“语言服务与汉语传承”(穗宣通[2023]50号),广东省学位与研究生教育改革研究项目“基于协同指导的汉语国际教育领域教育博士培养模式构建”(2021JGXM086)。