美国汉语学习者的理想汉语自我
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Yan Xie
谢 彦 ，2011 年在 Liberty University 获教育学博士学位，美国利伯提大学副教授、中文教研室主任，研究兴趣主要为汉语学习者个体差异（汉语二语／外语学习动机、理想汉语自我，学习者视角等）、汉语二语/外语教学法、对外汉语基础元音习得、汉语二语/外语教育与全球化能力等，近五年主要论著有 “L2 self of beginning-level heritage and nonheritage postsecondary learners of Chinese ”、《美国学生汉语基础元音的习得：两字组与句子的对比》等。Yan Xie is an associate professor in the Department of Modern Languages and the director of the Chinese program at Liberty University, VA. She earned her Ed.D in Teaching and Learning from Liberty University. Her main research interests include individual differences of Chinese language learners (learner motivation, ideal Chinese L2 self, learner perspectives, etc.), Chinese as a second/foreign language pedagogy, acquisition of Mandarin basic vowels, and Chinese language learning and global competence.
提要
二语动机自我体系理论通过揭示学习者的自我愿景来展现学习动机。本文通过开放式笔头问卷和一对一口头采访对九名美国大学生进行深入研究，透过汉语自我愿景揭示了学习者的理想汉语自我；同时揭示实现自我过程中面对的主要挑战。 结果显示，学习者的理想汉语自我有以真实语境、跨文化交流为导向，以流利表达为目标的特点，结果还显示，为了实现理想汉语自我，学习者面临各种挑战，包括掌握声调、词汇、句子结构、以及听力理解不足、交流缺乏自信心等。研究结果表明，初级学习阶段强调发音准确度具有重要意义，指出美国外语教育协会（ACTFL, 2014）颁布的外语教学标准对培养跨文化交流能力的课堂教学有借鉴、指导作用；研究结果也肯定了融入型动机和实用型动机在二十一世纪全球化时代是推动外语学习的双重动力。由于研究结果支持当前的几个主流教学理念，即沉浸式教学、使用真实语料、培养跨文化交流能力，作者即针对学习者理想汉语自我的特征和实现理想自我中面临的挑战，就如何应用这些教学理念提出了具体操作建议。
Abstract
In the twenty-first century, the L2 motivational self system（Dornyei, 2005） has taken the place of the socio-educational model（Gardner, 1985）. The L2 motivational self system investigates learning motivation through exploring learners’ ideal L2 self. However, the studies about Chinese language learners in this theoretical framework are far from sufficient, so it is necessary to develop an understanding of Chinese language learners’ ideal L2 self in order to better understand their motivation. Through open-ended written surveys and one-on-one oral interviews, the study closely investigated nine American college students about their ideal Chinese L2 self in the aspect of speaking skills, and the challenges they faced in fulfilling such an ideal self. The results showed that the students’ ideal Chinese L2 self is characterized by the need for intercultural communication in the real world and features the goal of achieving fluency. The results also showed that the students have encountered various challenges to fulfill their ideal Chinese L2 self, including mastering tones, vocabulary, and sentence structures, as well as improving listening comprehension and communication confidence. The results demonstrated that it is important for teachers to emphasize pronunciation accuracy among beginning level Chinese language learners in order to improve tones, listening comprehension, and communication confidence. The results also supported using the guidance from the foreign language teaching standards promulgated by ACTFL（American Council on the Teaching of Foreign Languages）（2014）. Moreover, the results showed that integrative and instrumental motivation are two motives that American students applied to the learning of Chinese so that they will be able to fit in with this globalized world of the 21st century. Since the results endorsed well-recognized foreign language teaching concepts—namely immersive language teaching, use of authentic materials, and teaching to develop intercultural communication—the author, from the perspective of the study findings about the characteristics of learners’ ideal Chinese L2 self and the challenges in realizing such self, provided detailed teaching techniques for teachers to apply these concepts in classroom teaching. Given that Chinese language plays an important role in intercultural communication in the world today, the author at the end of the article provides suggestions for future research to advance the study of ideal Chinese L2 self.
About the author
谢 彦，2011 年在 Liberty University 获教育学博士学位，美国利伯提大学副教授、中文教研室主任，研究兴趣主要为汉语学习者个体差异（汉语二语／外语学习动机、理想汉语自我，学习者视角等）、汉语二语/外语教学法、对外汉语基础元音习得、汉语二语/外语教育与全球化能力等，近五年主要论著有 “L2 self of beginning-level heritage and nonheritage postsecondary learners of Chinese”、《美国学生汉语基础元音的习得：两字组与句子的对比》等。
Yan Xie is an associate professor in the Department of Modern Languages and the director of the Chinese program at Liberty University, VA. She earned her Ed.D in Teaching and Learning from Liberty University. Her main research interests include individual differences of Chinese language learners (learner motivation, ideal Chinese L2 self, learner perspectives, etc.), Chinese as a second/foreign language pedagogy, acquisition of Mandarin basic vowels, and Chinese language learning and global competence.
致谢
匿名审稿人及本刊编辑给本文提出了宝贵意见，谨致谢忱。
附录一 Ideal Chinese L2 self Survey（written）
Have you ever imagined an ideal self（see the note below） in the aspect of spoken Chinese? If yes, please describe the ideal self you want to become in the aspect of spoke Chinese. If not, please now imagine an ideal self in the aspect of spoken Chinese.
Note: Ideal L2 self refers to “the L2-specific facets of one’s ideal self”（Dornyei, 2005, p. 105）. Ideal L2 self is the desired self that learners tried to approximate. When collecting data about Ideal L2 self, the following questions may be asked: how strongly they agree or disagree the statements such as “I imagine myself as someone who is able to speak Chinese.” and “I can imagine a situation where I am speaking Chinese with native Chinese speakers.”
Do you think the accuracy of tones, initials and finals is important in speaking Chinese? Why or why not?
Do you think it is important to sound like a native speaker? Why or why not? Do you try to sound like a native speaker? Why or why not?
（注: 学习者根据研究目标提示， 明白这里指的是发音，“native speaker” 是指说标准普通话的母语人士。）
Do you perceive any usefulness of spoken Chinese for your future career? Why or why not?
What challenges do you perceive in learning to speak Chinese?
附录二 Ideal Chinese L2 self Survey（one-on-one oral interview ）
Based on your description of your ideal Chinese L2 self, please explain why you want to achieve the ideal Chinese self as you described.
What knowledge and skills do you think are necessary to achieve your ideal Chinese self?
What challenges have you encountered to fulfill your ideal Chinese self?
Have you started to achieve some aspects of your ideal Chinese self? Why or why not?
What factors do you think are related to improving speaking fluency?
In your speaking of Chinese, what needs to be improved? How have these weaknesses influenced your speech?
Have you imagined a career for you in which Chinese will be used? If yes, please describe it. If not, why not?
Do you have a post-graduation plan to settle down in a situation where you can do the things which your ideal Chinese self is described to do? If yes, what is the plan? If not, why not?
Please explain more about the challenges you mentioned in the written survey to improve your speaking of Chinese.
Besides these challenges, what other challenges have you met to achieve your goal in the speaking of Chinese?
然后根据需要做跟进提问，跟进问题包括但不限于：
Do you perceive pronunciation a challenge for you? Why or why not?
Do you perceive sentence structure and grammar a challenge for you? Why or why not?
Do you perceive cultural knowledge a challenge for you? Why or why not?
Do you perceive knowledge of topics a challenge for you? Why or why not?
What impacts do these challenges have on the fulfillment of your ideal Chinese self?
Is there anything you want to say but not have a chance to say in the interview? What is the thing?
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© 2017 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Papers in English
- Investigating the degree of humorous enjoyment in reading Chinese language errors
- Examining the auditory approach: Lexical effects in the perceptual judgment of Chinese L2 tone production
- The acquisition of Mandarin dative constructions by L2 and heritage learners
- Papers in Chinese
- 英语母语者汉语双数量结构的习得
- 美国汉语学习者的理想汉语自我
- 韩国学生汉语中介语的平均句长与句长分布发展
Artikel in diesem Heft
- Frontmatter
- Papers in English
- Investigating the degree of humorous enjoyment in reading Chinese language errors
- Examining the auditory approach: Lexical effects in the perceptual judgment of Chinese L2 tone production
- The acquisition of Mandarin dative constructions by L2 and heritage learners
- Papers in Chinese
- 英语母语者汉语双数量结构的习得
- 美国汉语学习者的理想汉语自我
- 韩国学生汉语中介语的平均句长与句长分布发展
