社会文化理论视角下的中国少数民族英语能力研究——以延边地区朝鲜族为例
Research on the English Proficiency of Chinese Ethnic Minorities from the Perspective of Socio-Cultural Theory—A Case Study of the Korean Ethnic Group in Yanbian Region

本研究基于维果茨基的社会文化理论，对当前延边地区朝鲜族学生的英语能力现状进行讨论，借助对现有研究的综合剖析，点明我国少数民族在英语学习阶段面临的机遇与挑战。针对他们面临的挑战，探讨影响朝鲜族英语能力的成因，发现延边地区的朝鲜族多受三语背景的影响，朝鲜语作为他们的母语，东北方言作为他们的第二语言，他们常常会把朝鲜族特有的语调或者东北腔调带入到英语学习当中。此外师资力量较弱，导致有部分学校的老师并不是英语专业出身，课堂教学也只是以灌输为主，师生互动较少。同时，受地区文化的影响，朝鲜族学生平时还是较多地使用朝鲜语，使用英语的场景较少，对英语文化的了解有限，这可能导致他们在学习过程中缺乏跨文化意识，英语学习质量难以提高。针对此现象，从社会文化理论的视角提供提高少数民族英语能力的教学建议和改进提案，有利于为少数民族英语教育的发展提供参考借鉴。
This study is based on Vygotsky’s socio-cultural theory and discusses the current status of English proficiency among Korean students in Yanbian region. Through a comprehensive analysis of existing research, it identifies the opportunities and challenges faced by ethnic minorities in China during the English learning stage. In response to the challenges they face, this study explores the causes that affect the English proficiency of the Korean ethnic group. It is found that the Korean ethnic group in Yanbian area is often influenced by their trilingual background, with Korean as their mother tongue and Northeastern dialect as their second language. They often incorporate the unique intonation of the Korean ethnic group or Northeastern accent into their English learning. In addition, the teaching staff is relatively weak, resulting in some schools having teachers who are not English majors, and classroom teaching is mainly focused on imparting knowledge, with less interaction between teachers and students. At the same time, influenced by regional culture, Korean students still use Korean language more frequently in their daily lives, with fewer scenes of using English and limited understanding of English culture. This may lead to a lack of cross-cultural awareness in their learning process and difficulty in improving the quality of English learning. To address this phenomenon, providing teaching suggestions and improvement proposals from the perspective of socio-cultural theory to enhance the English proficiency of ethnic minorities is beneficial for providing reference and inspiration for the development of English education for ethnic minorities.