江苏省针对“一带一路”建设战略的外语规划研究

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摘 要

外语规划是语言规划的一个重要组成部分，在国际合作日益加深的背景下具有重要的文化价值和社会意义。然而，因外语的特殊存在方式，外语规划和政策的制定、实施与和本国语言有很大区别。目前，我国的外语规划并不严谨，也未成体系，公众对外语规划的了解也不够，相关规定执行不力，这不仅影响了语言生活的和谐，也不利于外语教学的科学发展。同时，尽管目前我国所规划的外语语种规模总体呈上升趋势，但语种数量和结构并不平衡，难以符合国家发展的实际需求。如今，随着2013年“一带一路”建设战略的提出，国家对外语规划又提出了新的要求。

为了推进“一带一路”战略的进程，顺应国家的发展趋势，我国的外语教育者，规划者和决策者积极应对，江苏省针对“一带一路”战略也做出了外语规划方面的调整，但对于这一方面的研究尚未出现，因此，本文将以以江苏省为例，研究江苏省针对“一带一路”战略的外语规划，通过探索省内各院校和中学的小语种的课程设置、招生规模等方面的变化，以及有关外企的人才需求，来分析我省目前针对该战略的外语规划，并对将来我省的外语规划提出建议，以期为全国其他省市的外语规划作出示范，提供相关的经验。

因此，研究以以下三个问题为中心，即1) 江苏中学针对一带一路的外语规划是怎样的? 2) 江苏高校针对一带一路的外语规划是怎样的? 3) 一带一路背景下企业对外语人才的需求是怎样的? 以省内中学，高校以及设有外贸业务的企业为研究对象，通过资料搜集和访谈等方式，来探索自“一带一路”战略发布以来江苏省内的课程设置，招生规模，以及外语人才需求的变化。首先，本研究从网络上搜集并筛选出省内与“一带一路”密切相关的学校和企业，其次在它们的官网上查找具体数据信息，并有根据地设计问题，与之进行访谈。最终，分析以上搜集到的数据并进行比较，以此来揭示目前江苏省内的外语规划情况和外语人才需求，并提出建议以求改善。

研究表明，英语作为通用语无论在中学还是高校都保持着稳定的招生规模，并有略微增长的趋势。英语仍是省内外语规划的重点。然而小语种的语种和课设情况存在分布不均的现象。小语种教育的重点仍然是小语种中的“大语种”，例如法语，西班牙语，韩语等。但部分中学和高校已认识到与“一带一路”有关的小语种的重要性，已经增设或打算增设相关专业课程。此外，外语课程的设置也更加多样化。自2013年以来，企业对小语种人才的需求更加凸显，特别是出现了对精通中非，东南亚，南非，南亚等地区语言的人才需求，如柬语，赞比亚语，印度语。随着更多的国际企业顺应“一带一路”战略，与相关国家建立更多的贸易往来，对精通沿线国家语言的人才需求也会越来越多。

关键词：“一带一路”；江苏；外语规划；小语种

Table of Contents

Acknowledgments i

English Abstract ii

Chinese Abstract iv

List of Tables viii

List of Figures ix

Chapter One Introduction 1

1.1 Background of the Study 1

1.2 Significance and Purpose of the Study 2

1.3 Layout of the Thesis 3

Chapter Two Literature Review 4

2.1 Language Planning in China 4

2.1.1 Defining Language Planning 4

2.1.2 Actuality of Language Planning in China 5

2.1.3 Summary 7

2.2 Foreign Language Planning in China 8

2.2.1 Fact of Foreign Language Planning in China 8

2.2.2 Summary 8

2.3 The Connotation of the Belt and Road Initiative 9

2.4 Thoughts of Foreign Language Planning on the Initiative 10

Chapter Three Research Methodology 13

3.1 Research Questions 13

3.2 Subjects 13

3.3 Interview Design 15

3.4 Other Methods of Data Collection 16

3.5 Research Procedures 16

Chapter Four Results and Discussion 18

4.1 Jiangsu Foreign Language Planning Aimed at the Initiative 18

4.1.1 Foreign Language Planning in Middle Schools 18

4.1.2 Foreign Language Planning in Colleges 23

4.2 Demands of Enterprises in the Context of the Initiative 26

4.3 Advice on Foreign Language Planning Aimed at the Initiative 28

Chapter Five Conclusions 31

5.1 Summary of the Thesis 31

5.2 Limitations and Suggestions for Further Study 32

References 34

List of Tables

Table 3-1 List of Interviewed Subjects..........................................................................14

Table 4-1 List of the Enrollment Situation of Middle Schools......................................18

Table 4-2 Curriculum Setting of Minor Languages in Middle Schools.........................21

Table 4-3 Enrollment Situation of Foreign Languages of NFLS...................................21

Table 4-4 Curriculum Setting of Foreign Languages in the Chosen Colleges...............24

Table 4-5 Types and Amounts of Minor Language Talents in Need..............................27

List of Figures

Figure 3-1 Pie Chart Describing the Distribution of Subjects.........................................14

Figure 3-2 Bar Chart Describing the Regional Distribution of Interviewed Middle School..............................................................................................................................15

Figure 4-1 Comparison of the Enrollment Situation of Middle School in Two Years

.........................................................................................................................................19

Figure 4-2 Pie Chart Describing Comparison between the Changes of Recruitment of Middle Schools................................................................................................................20

Figure 4-3 Pie Chart Describing the Ratio of Each Minor Language against Total.................................................................................................................................23

Figure 4-4 Bar Chart Describing the Average Changes in Foreign Language Enrollment since 2013........................................................................................................................25

Figure 4-5 Pie Chart Describing the Ration of Each Minor Language against Total.................................................................................................................................26

Chapter One Introduction

1.1 Background of the Study

Foreign language planning, as an important part of language planning, has great cultural value and social significance in the context that international cooperation has enhanced. While the policy and planning of foreign languages differs a lot from that of local languages. Nowadays, our foreign language planning is neither rigorous nor systematic, let alone people’s poor knowledge of it and the weak enforcement of relevant rules, which makes foreign language teaching a controversial topic in our society, affecting the harmony of language life and hindering the development of foreign language teaching consequently. Meanwhile, though the number of foreign languages that have been officially planned is growing, the structure of foreign language planning shows no balance and can hardly meet the actual demand of national prosperity. So our foreign language planning is supposed to be more efficient, scientific and practical to catch up with the step of our country.

During visits to the countries of Central and Southeast Asia in September and October of 2013, President Xi put forward two proposals to establish with joint efforts Silk Road Economic Belt and Maritime Silk Road of the 21^st Century (hereinafter referred to as the Belt and Road). In March, 2015, Vision and Actions on Jointly Building Silk Road Economic Belt And 21^st-century Maritime Silk Road issued by the National Development and Reform Commission, Ministry of Foreign Affairs and Ministry of Commerce further determined that the goal of the Belt and Road is to build a community of shared interests, destiny and responsibility featuring mutual political trust, economic integration and cultural inclusiveness, and that the priorities of cooperation with countries along the Belt and Road are policy coordination, facility connectivity, unimpeded trade, financial integration and people-to-people bonds. Thus, we can tell that connectivity is the majority of the strategy and cultural exchanges are the important support for implementing the Belt and Road Initiative, which makes languages much necessary for its role as the carrier of culture and bridge of communication. That’s why the Initiative requires proper language planning and foreign language planning and great numbers of talents proficient in the languages of counties along the Belt and Road.

It is estimated that there are around 95 languages commonly used among 175 nations that have established diplomatic relations with China, whereas there are only 54 languages offering courses on the mainland China; there are more than forty official languages used in Central, South and West Asia covered by the Belt and Road, but among them only about twenty have been taught. It can be concluded that language issues have become one of the barriers to external cultural exchanges and transmission. In this context, Jiangsu should act as a major province of education to support the Initiative by strengthening educational exchanges with ASEAN countries, sending more students to each other's countries, promoting cooperation in jointly running schools and adding courses of minor languages to the curriculum setting of certain colleges and middle schools.

The present study centers on Jiangsu foreign language planning aimed at the Belt and Road Initiative, investigates how local colleges and middle schools respond to the Initiative in terms of foreign language planning, and makes some practical suggestions for improvement.

1.2 Significance and Purpose of the Study

To advance the Belt and Road Initiative, China will fully leverage the comparative advantages of various regions. Jiangsu, though excluded from the core zone of the Initiative, should make corresponding moves. So, it is of great significance for the present study to investigate and analyze the measures that Jiangsu takes in respect of foreign language planning, and given the requirements of the Initiative put forward suggestions for it. The study also hopes to provide valued experience and set an example for other regions’ foreign language planning in this context, so as to participate in and contribute to the Belt and Road Initiative.

1.3 Layout of the Thesis

This thesis is organized by five chapters. Chapter One introduces the background of the study and explains the significance and purposes. Chapter Two is literature review, including researches in China’ language planning and foreign language planning, the connotation of the Belt and Road Initiative and some theories on foreign language planning in this context. This chapter is expected to provide the theoretical foundation for the whole research. Chapter Three clarifies the methodology, including research questions, subjects, interview design, other methods of data collection, and the research procedures. Chapter Four classifies Jiangsu foreign language planning and provides some suggestions on it. Chapter Five is the conclusion of the thesis.

Chapter Two Literature Review

2.1 Language Planning in China

This section will clarify the conception and classification of language planning, figure out the situation of the present language planning of China, and point out the achievements and shortcomings of the Chinese language planning.

2.1.1 Defining Language Planning

The concept of “language planning” originated from Ureil Weinrich, Polish-American linguist, in 1957.

Language planning is humans’ deliberate effort to influence the function, structure, or acquisition of languages or language variety within a speech community (Kaplan and Baldauf Jr, 1997). Weinstein’s definition stresses that language planning is a government-authorized, long-term, sustained and conscious effort to alter a language’s function in a society for the purpose of solving communication problems (Weinstein, 1980). However, Hu (1993) argued that, although often associated with government, language planning could also be used by a variety of non-governmental organizations, and even individuals. The goals of language planning differ depending on the nations or organizations, but generally it is to solve communication problems caused by language variety. Cobarrubias (1983) provided an opinion that planning or improving effective communication can also lead to other social changes, such as language shift or assimilation, thereby providing another motivation to plan the structure, function and acquisition of languages. Language planning is a human activity based on the present and faced with the future.

Language planning is usually sorted into status planning and corpus planning. Status planning is the allocation of a language or certain languages to functional domains within a society, which influences the status of a language. John (1996) made an explanation that language status was the position or standing of a language vis-à-vis other languages. Kloss and Stewart separately described in 1968 that a language’s dominant position was determined by four attributes, language origin, standardization degree, juridical status and vitality. According to Feng (2000), corpus planning is the prescription and standardization of a language, or the reformation and improvement. Ferguson (2006) pointed out that through corpus planning, decisions were made to engineer changes in the structure of the language, and that unlike status planning which is carried out primarily by the government and administrators, corpus planning would involve greater numbers of linguists as planners.

Apart from those two types of language planning, Copper (1989) proposed acquisition planning, the subject of which is the education and learning of languages within a country, including the teaching of the mother tongue, second languages or foreign languages. Besides, Li (2008) put forward the theory of language function planning based on the practice of status and corpus planning, in which the value and function of linguistic phenomena at all levels are planned.

2.1.2 Actuality of Chinese Language Planning

According to Chen (2005), the contemporary language planning of our country could be characterized by continuity and phase nature, and it could be obviously divided into two stages. The first stage lasted from the early 1950s to late 1970s, during which status planning was given first place. The major missions of this stage were to establish language equality, protect language rights of minorities, select and popularize national common language and implement reform of the writing system. The later stage is the reformation and development period, starting from the early 1980s, i.e., the stage dominated by language corpus planning with its main tasks of reinforcing language normalization, popularizing mandarin and strengthening management of language and information processing.

While Zhang (2008) evaluated the situation of Chinese language planning from three perspectives, corpus planning, status planning and acquisition planning. The measures of corpus planning that have taken effect include the push to simplify Chinese, the approval of Scheme of the Chinese Phonetic Alphabet, and the popularization of mandarin. These plans have brought about great impacts on the exchanges, education, media and language information processing of people from different regions. In addition, corpus planning also reflects on the creation of characters for the national minorities lacking in writing system. Zhuang characters, for instance, were created in 1955 after linguists’ long-term researches in fields. Zhang also pointed out that Chinese language was planned as the official language of our country, playing an important role in politics, economy, culture, education and mass media. Though languages of minorities have been provided with active protection, they indeed have much fewer influences on real life than Chinese language does. And the acquisition planning could be evaluated from three angles, Chinese teaching, foreign language teaching and international spread of Chinese.

The achievements of Chinese language planning, according to Chen (2010), almost reflect in the following ten aspects:

1. Mandarin has been universally used, especially in cities and towns;
2. Simplified Chinese characters have been used by the majority of the whole country;
3. The usage of Pinyin is spreading;
4. Most national minorities use their own languages, and national languages have been in effective protection and of free use.
5. The reform on language style is accelerated and Vernacular Movement has entirely completed;
6. Standardization of modern Chinese is strengthened;
7. Language information processing and informatization of language and characters develop rapidly with remarkable achievements;
8. Law and regulation system of language and characters has been established basically;
9. The language life is developing, which is the greatest achievement of Chinese language planning;
10. Chinese language planning plays an important role in promoting national unification, social progress, business prosperity, and cultural broadcast and communicative facilitation.

He also pointed out some major problems in the present language planning, which are:

1. The language planning is anxious for success, which includes the incomprehensive cognition of Chinese language and its future, too many simplified characters and as a result, difficulty in recognition and application;
2. The relevant scientific researches are not solid enough and some regulations of the standard of language and characters are not quite detailed or precise;
3. Inefficient measures also exist in the practice of language planning;
4. The public haven’t paid proper attention to the work of language and characters;
5. The misuse of language and characters still exists and national language quality needs improvement.

Proper language planning can ensure national unity and maintain the vital force of national culture, while the modern society still have much work to do to improve language planning whereby our social language life could continue to develop towards the direction of abundance, health and orderliness.

2.1.3 Summary

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