新疆维吾尔族英语学习与文化认同研究-卢鸿进.docx

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1、新薯维吾尔族奠语学匀与文化认同研究 论文作雑名 :产 HL 指导教师签名 : 论文评阅人 1:楼荷英 教授 浙江工业大学 评阅人 2:梁君英教授 浙江大学 评阅人 3:蒋景阳 教授 浙江大学 答辩委员会主席： 粱君英 教授 浙江大学 委员 1:楼荷英 教授 浙江工业大学 委员 2:施晓伟 副教授 浙江大学 答辩日期： 2016-， 02-27 万方数据 A Research on Cultural Identity Change in Uvghur English Learners in Xln jiany Y3029737 Authors signature: Supervisors sig

2、nature: Thesis reviewer 1 ： Lou HevingProfessorZheiiang University of Techoloev Thesis reviewer 2： Liang JunvingVProfessorVZhciiang University Thesis reviewer 3： Jiang JingvangProfessorZheiiang University Chair: Liang JunvingProfessorZheiiang University _ (Committee of oral defmce) Committeeman 1 ：

3、Lou HevingProfessorZheiiang University of Techoloev Committeeman 2： Shi XiaoweiAssociate ProfessorZheiiang University Date of oral defence： 2016-02-27 独创性声明 本人声明所呈交的学位论文是本人在导师指导下进行的研宄工作及取得的研 宄成果。据我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他 人已经发表或撰写过的研宄成果，也不包含为获得 斯江大学 或其他教育机构的 学位或证书而使用过的材料。与我一同工作的同志对本研允所做的任何贡献均己

4、在论文中作了明确的说明并表示谢意。 学位论文作者签名 ： f 签字日期 年 T 月 1 日 学位论文版权使用授权书 本学位论文作者完全了解 激 江大孥 有关保留、使用学位论文的规定， 有权保留并向国家有关部门或机构送交论文的复印件和磁盘，允许论文被査阅和 借阅。太人棬 权淑 江大 牵 可以将学位论文的全部或部分内容编入有关数据库进 行检索可以采用影印、缩印或扫描等复制手段保存、汇编学位论文。 (#密的学位论文在解密后适用本授权书） 办 学 位 论 文 作 者签名： “ “ 1 导师签名 : 签字曰期 :v/ 各年 7 月曰 签字日期年 月 万方数据 Acknowledgements I wou

5、ld like to express my heartfelt gratitude to all who have given me their assistance and support for the accomplishment of the thesis. First of all, I am grateful to Professor Zhou Xing, my academic supervisor, who has given me so much constructive instruction, insightful guidance and careful correct

6、ions during my preparation and writing of this thesis. She really helped me a lot with her feedback at every step of my thesis, from the structure of the thesis in general to the proper use of a single word. Thanks to her, I have learned how to carry out an academic research. My sincere thanks also

7、go to Professor Huang Jianbin, Professor Wang Xiaolu and Professor Sheng Yuedong for their thought-provoking suggestions on my thesis proposal and I am grateful to the reviewers for their insightful suggestions which helped me further improve the thesis. I am very grateful for all the participants o

8、f the questionnaire survey, whose participation and cooperation made it possible for my study to go on smoothly and successfully. I also wish to thank Professor Gao Rudong at Tarim University and prof Professor Cui Yanhu at Xinjiang Normal University, who offered some important suggestions on the qu

9、estionnaire modification. My special thanks also go to the Uyghur students Alimu Wumair, Amilaguly Dawuti and Alimujiang Tumur at Tarim University, Alimujiang Smayi at Xinjiang University, Alimire Yimin at Xinjiang Normal University, Tursunjiang Mamuti at Kashi Universit and Turdayimu Sabir at Shihe

10、zi University, who agreed to my interview requests and gave me great help on the questionnaire modification, distribution and collection. I would also like to thank Mr. Yang Xingdong, who helped me complete the data input. Finally, I would like to extend my indebtedness to my wife, Xiumei, who gave

11、me 万方数据 constant encouragement and support during the process of my study. 万方数据 浙江大学硕士学位论文 摘要 摘要 语言不仅与学习者行为规范、文化价值观相联系，同时也构建学习者的身份 认同。学习一门外语时，学习者会无意识地获得目的语国家的文化价值观念和思 维模式。关于外语学习与文化认同的相关研宄，中外学者对不同语境中的外语学 习者做了大量理论与实证研宄，但关于维吾尔语境中外语学习与文化认同的研宄 却没有引起足够的关注。新疆自古以来是多民族、多文化交流荟萃之地，因此维 吾尔学生具有天然的多元语言与文化的社会环境。汉语作

12、为国家官方语言，成为 新疆各族人民的重要交际工具，随着全球化步伐的加剧，越来越多的维吾尔族学生 开始学习英语。然而，以穆斯林文化为基础的维吾尔文化也不同于以儒家文化为 基础的 汉文化和以基督教为基础的英语文化，研宄维吾尔学生在学习英语过程中 发生的文化认同变化具有重要意义。 本研宄借鉴高一虹教授研宄团队编制的关于外语学习与自我认同量表，以新 疆维吾尔族大学生英语学习者为被试，探讨维吾尔语境中外语学习与文化认同相 关的一些问题： （ 1)英语教育是否会对维吾尔族文化认同建构产生影响？ （ 2) “ 生 产性双语现象 ”是否存在于维吾尔族外语学习者身上？ （ 3)不同因素诸如性别、 年级、始学时间

13、、英语水平、动机强度、自信心等对维吾尔族外语学习者文化认 同有何影响？ 研究结果表明：英语学习的确能对维吾尔族学习者文化认同的建构产生影响。 具体表现在： 第一，尽管维吾尔族英语学习者具有强烈的民族意识，在英语学习过程中也 会产生文化冲突，但是总体来讲他们在行为方式、价值观念等方面的改变是 “ 获 得性的 ” 而不是 “ 丧失性的 ” 。 万方数据 浙江大学硕士学位论文 _ 第二，本研宄表明生产性双语现象不局限于 “ 最佳外语学习者 ” 和汉族外语 学习者，也存在于维吾尔族外语学习者，目的语和母语的掌握能够相互促进、相 得益彰。本研究证实，对于外语学习者来说， “ 生产性双语现象 ” 是一种普

14、遍存在 的现象。 -第三，在众多影响文丨七认同的因素当中，除了主观性的情感因素如动机强度、 自信心因素外，始学年龄是最重要的人口统计学因素。 关键词：维吾尔族，外语学习，文化认同 万方数据 浙江大学硕士学位论文 Abstract Abstract Language is related to a set of behavioral norms and cultural values, which construct learners， identity. During the process of learning a foreign language, a learner may uncon

15、sciously acquire the culture and thinking pattern of the native speakers of the target language. A large number of studies about language learning and identity change have been conducted in different contexts around the world. However, researches on foreign language learning and cultural identity ch

16、ange in Uyghur context have not been aroused adequate attention. As a crossroads of economic and cultural exchange, Xinjiang has always been a melting pot of different peoples. Uyghur students may probably be exposed to a multilingual and multicultural environment at birth. Mandarin Chinese, as an o

17、fficial language, has become a common tool of communication for different ethnic groups in Xinjiang. With the speeding up of globalization, more and more Uyghur students begin to learn English. The Muslim-based Uyghur culture is quite different from Confiicianism-based Han culture, also different fr

18、om Christianality-based English culture. So it is necessary and meaningful to examine the relationship between English learning and identity shift in Uyghur students during the process of English learning. Drawing on the modified measurement scale on EFL (English as foreign language) and self-identi

19、ty changes developed by Gao et al. (2004, 2005, 2013)， this study mainly explores the questions related to cultural identity shift in Uyghur English learners in Xipjiang. (1) Does English language education affect the construction of Uyghur EFL leamers cultural identity? (2) Whether does the “produc

20、tive bilingualism” take place in Uyghur English learners? (3) How do different factors such as gender, college year, major, starting time of learning English, English proficiency， English learning motivation intensity influence their cultural identity changes? iii 万方数据 浙江大学硕士学位论文 Abstract The study

21、shows that English learning does exert some influence on cultural identities in Uyghur learners. Firstly, it is found that though Uyghur English learners have a strong consciousness of their ethnic belongings and the cultural conflict they will encounter, the changes in their behavioral patterns， va

22、lues and beliefs are “gaining” rather “losing” in general. Secondly, the study suggests that productive bilingualism is not limited to Han English learners, it is also a reality and a feasible goal for Uyghur English learners. The results of the present study indicate that for Uyghur English learner

23、s, the command of the target language and the native language can positively reinforce each other. The present research confirms that productive bilingualism is a universal phenomenon among foreign language learners. Thirdly, this study has found that besides the affective factors such as motivation

24、 intensity and self-confidence, the starting time of learning English is the most important demographic factor influencing cultural identity change in Uyghur English learners. Key words: Uyghur; foreign language learning; cultural identity iv 万方数据 浙江大学硕士学位论文 Contents Contents 摘要 （ Abstract in Chines

25、e) j Abstract iii Chapter 1 Introduction 1 1.1 Background of the Research 1 1.1.1 The Cultural and Linguistic Ecology of Uyghur Learners in Xinjiang 1 LI.2 Theoretical Background of Foreign Language Learning and Identity Change 2 1.2 Significance and Purpose of the Thesis 3 1.3 The General Frame of

26、the Thesis 5 Chapter 2 Literature Review 6 2.1 Concept of the Identity 6 2.2 Identity and L2 learning 7 2.3 Studies Abroad on Identity and L2 learning 9 2.4 Domestic Studies on Identity and L2 learning 11 2.5 Critiques on the Previous Researches 13 Chapter 3 Research Design 14 3.1 Research Questions

27、 14 3.2 Subjects 14 3.3 Methodology and Instrument 15 Chapter 4 Validity and Reliability of the Measurement Scales 19 4.1 Pilot Study 19 4.2 Main Study 21 Chapter 5 Data Analysis and Results 26 5.1 Cultural Identity Changes in General 26 5.1.1 The Descriptive Analysis of Cultural Identity Changes 26 5.1.2 The Comparison between Productive Identity Change and Other 万方数据