近十五年(2009-2024)继承语研究动态及其发展趋势
Abstract
With the development of globalization, exchanges between countries in the political, economic and cultural fields have increased. Immigrant families in the world will use heritage languages to maintain and pass on their cultural identities, making society develop towards diversification. In view of the upsurge in heritage language research in recent years, it is necessary to sort out the research dynamics and development trends in this field. Based on the CNKI database, this paper collected 46 relevant literatures on heritage language research from 2009 to2024, adopted a scoping review method, and used tools such as CiteSpace and Excel to sort out its development status and trends. The study found that: 1) The research on heritage language has gradually increased, especially reaching a peak in 2023, showing its attention in the academic community; 2) The research revealed many hot topics, including the language acquisition and development of heritage language, the identity and motivation research of heritage language learners, the policy support for the heritage language, and the impact of the social language environment on heritage language; 3) Taking 2015 and 2020 as the nodes, the research can be divided into three stages: the starting stage, preliminary exploration and rapid development; 4) The sudden increase in keywords such as heritage language, identity, and family reflects the changes in the attention of the academic community to heritage language, which may have a profound impact on education, policy and social culture.
Keywords
References
[1] Au, T. K., Knightly, L. M., Jun, S.A., & Oh, J. S. (2002). Overhearing a Language During Childhood. Psychological Science, 13(3), 238-243.
[2] Cho, G., Cho, K. S., & Tse, L. (1997). Why ethnic minorities want to develop their heritage language: The case of Korean‐Americans. Language, Culture and Curriculum, 10(2), 106-112.
[3] Cho, G., & Krashen, S. (1998). The negative consequences of heritage language loss and why we should care. Heritage language development, 31, 31-39.
[4] Curdt-Christiansen, X. L. (2014). Family language policy: Is learning Chinese at odds with learning English?. In Learning Chinese in diasporic communities (pp. 35-56). John Benjamins.
[5] Fishman, J. (2006). Chapter 1. Acquisition, Maintenance, and Recovery of Heritage Languages: An “American Tragedy’’or “New Opportunity’’?. In Developing Minority Language Resources: The Case of Spanish in California (pp. 1-11). Bristol, Blue Ridge Summit: Multilingual Matters.
[6] Fishman, J. (2001). 300-plus years of heritage language education in the United States. Heritage Language in America: Preserving a national resource/Delta Systems.
[7] Luo, S. H., & Wiseman, R. L. (2000). Ethnic language maintenance among Chinese immigrant children in the United States. International Journal of Intercultural Relations, 24(3), 307-324.
[8] Montrul, S. How similar are adult second language learners and Spanish heritage speakers? Spanish clitics and word order. Applied Psycholinguistics. 2010;31(1):167-207.
[9] Montrul, S., & Bowles, M. (2009). Back to basics: Differential object marking under incomplete acquisition in Spanish heritage speakers. Bilingualism, 12(3), 363-383.
[10] Polinsky, M. (2006). Incomplete acquisition: American russian. Journal of Slavic linguistics, 191-262.
[11] Polinsky, M. (2008). Gender under incomplete acquisition: Heritage speakers’ knowledge of noun categorization. Heritage language journal.
[12] Phinney, J. S. (1992). The multigroup ethnic identity measure: A new scale for use with diverse groups. Journal of adolescent research, 7(2), 156-176.
[13] Valdés, G., Peyton, J., Ranard, J., & McGinnis, S. (1999). Heritage language students: Profiles and possibilities. Heritage languages in America: Preserving a national resource, 37-80.
[14] Woraditnitiwaraatorn, N. (2024). 泰国不同行业中文学习者的学习策略分析. Sinolingua: Journal of Chinese Studies, 2(1), 54-63.
[15] Wang, Y., Zhang, S., Jiang, Y., & Li, C. (2024). 国际中文教育领域的超语研究现状及发展趋势:基于SSCI 期刊的分析. Sinolingua: Journal of Chinese Studies, 3(1), 1-15.
[16] Xiao, Y. (2006). Heritage learners in the Chinese language classroom: Home background. Heritage Language Journal, 4(1), 47-56.
[17] Yue, M. (2024). 面向华裔学生的“听说+读写”中文教学模式探析——以印尼共同希望语言学院2023级大专班为例. Sinolingua: Journal of Chinese Studies, 2(2), 170-189.
[18] Zhang, D. (2010). Language Maintenance and Language Shift Among Chinese Immigrant Parents and Their Second-Generation Children in the U.S. Bilingual Research Journal, 33(1), 42–60.
[19] 曹贤文.(2014).“继承语”理论视角下的海外华文教学再考察.华文教学与研究(4),48-56.
[20] 陈建伟.(2013).国外继承语代际传播研究综述.广州广播电视大学学报(6),71-74.
[21] 高虹. (2010). Heritage language 的由来及其中文译名.中国科技术语,12(2), 48.
[22] 韩晓明.(2018).继承语理论对东南亚华语传播的启示.民族教育研究(1),129-136.
[23] 刘丽敏.(2019).美国华裔子女汉语继承语教育现状与问题.比较教育研究(12),51-56.
[24] 邵明明.(2018).汉语继承语学习者家庭因素和学习动机研究——以日本汉语继承语学习者为例.华文教学与研究(2),53-63.
[25] 尉万传. (2004). 东南亚华裔留学生汉语学习背景浅探.东南亚纵横, (4), 56-59.
[26] 王爱平.(2000).东南亚华裔学生的文化认同与汉语学习动机.华侨大学学报(哲学社会科学版)(3),67-71.
[27] 杨晓雯 & 刘莎.(2022).六十年海外继承语教育研究综述.红河学院学报(6),124-131.
[28] 张广勇.(2014).国外继承语习得研究新进展.现代外语(1),127-136.
[29] 赵应吉,董保华.(2022).外语课程思政研究的文献计量可视化分析(2015—2021).外国语文,(6),129-139.
Refbacks
- There are currently no refbacks.