人们通常主张外语在学校中应得到重视,因为学习新的语言能使学生了解其它民族的生活方式并且增加他们理解跨文化的机会。Fishman 表示赞成这一普遍的看法,即使用多种语言的能力为说话者提供“更深刻的洞察力、更高的鉴赏力以及更强的敏感性。”(1981:525)Fantini 认为“感情移入、灵活性以及对意义含糊的容忍等这些行为由于第二语言的熟练而进一步得到发展。”(1993:18)本文所讨论的假说恰好是这一论点的相逆面——善于用其它方法看待世界的思想有助于提高学习第二语言的能力。民族间语言的相对性(ethno-lingual relativity)被定义为这样一种观点:即不受自己的文化和语 It is often argued that foreign languages ​​should be valued in schools because learning new languages ​​enables students to understand the lifestyle of other peoples and increase their chances of understanding cross-cultures. Fishman agrees with this general belief that using multilingual capabilities provides the speaker with “deeper insight, greater appreciation, and greater sensitivity.” (1981: 525) Fantini argues that “feelings move in , Flexibility, and vague vagueness, etc., are further developed due to the proficiency of a second language. ”(1993: 18) The hypotheses discussed in this article happen to be the opposite of this argument - being good at seeing things in other ways The world’s thinking helps to improve the ability to learn a second language. The ethno-lingual relativity of ethnic languages ​​is defined as the view that one’s own culture and language