Language Socialization Practices in Intercultural Communities: A Case Study of the Sino-Foreign Student Symbiotic Community at Heilongjiang International University

DOI: https://doi.org/10.62517/jhet.202515311

Author(s)

Hengyuan Cao1, Xiaoyan Chen2,*, Chuqi Wei2

Affiliation(s)

1School of European Languages, Heilongjiang International University, Heilongjiang, Harbin, China 2International Cooperation and Exchange Office, Heilongjiang International University, Heilongjiang, Harbin, China *Corresponding Author

Abstract

Based on the "Cultural Symbiosis" community jointly built by Chinese and foreign students at Heilongjiang International University, this study employed a mixed-method approach combining quantitative questionnaires (N=131) and qualitative interviews (N=15) to explore the influence mechanism of cross-cultural interaction on language ability development. Data analysis revealed that: 1) The average frequency of cross-cultural contact per week among community members was 21.3 times, and 84.73% of the participants believed that foreign language cultural community activities were of significant help in improving their CET-4 scores (t=4.32, p<0.01); 2) Cross-cultural adaptation level was positively correlated with English proficiency improvement (r=0.56), especially in informal communication situations, where Chinese students' turn-taking ability increased by 37%; 3) The nvivo coding of interview texts showed that the cultural symbiosis mechanism promotes the process of language socialization through three dimensions: "cognitive restructuring" (42.1%), "emotional connection" (33.6%), and "practical reinforcement" (24.3%). The study confirmed that campus international communities oriented towards cultural symbiosis can effectively enhance learners' communication willingness (mean increased from 2.81 to 4.15, SD=0.63), and provide a localized case reference for the construction of the "third space" in second language teaching. It is suggested that universities should attach importance to the educational function of informal learning spaces and improve the quality of foreign language talent cultivation by optimizing the construction of cross-cultural communities.

Keywords

Cultural Symbiosis; Cross-Cultural Community; Informal Competence; Language Socialization; Third Space

References

[1] Duff, P. A. (2019). Language socialization across cultures (3rd ed.). Cambridge University Press. Language Teaching, 52(2), 145-167. [2] Kramsch, C. (2009). The multilingual subject: What foreign language learners say about their experience and why it matters. Oxford University Press. The Modern Language Journal, 93(1), 12-25 [3] Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Pearson Education. Journal of Sociolinguistics, 4(3), 359-375. [4] Canagarajah, S. (2013). Translingual practice: Global Englishes and cosmopolitan relations. Routledge. Applied Linguistics, 34(4), 459-477. [5] Block, D. (2007). Second language identities. Bloomsbury Publishing. Language and Education, 21(4), 293-308. [6] Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. Educational Researcher, 20(6), 13-22. [7] Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. Sociocultural theory and second language learning, (pp. 97-114). Oxford University Press. [8] Thorne, S. L. (2010). The ‘intercultural turn’ and language learning in the crucible of new media. Fremdsprachen Lehren und Lernen, 39(2), 63-77. [9] Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters. Language Teaching, 30(3), 189-205. [10] Kinginger, C. (2009). Language learning and study abroad: A critical reading of research. Palgrave Macmillan. T he Modern Language Journal, 93(4), 587-606.